The present study aimed to examine priority effect on object-location memory in children with ADHD, in comparison to children without ADHD, by using an A-B A-C paradigm. An A-B A-C paired position learning task was administered to both ADHD and non-ADHD children. The children learned positions of 14 different objects (7 B-and 7 C-objects) around 7 referent objects (A-objects) in two successive presentations (first Bs followed by Cs) and then they were given A object positions and asked to recall positions of B and C. The results revealed a significant priority effect on object location memory of the ADHD group, similar to that of the control group. B positions were recalled better than C positions by both groups. The number of B objects correctly recalled did not differ significantly between the two groups. On the other hand, the difference in recall of C objects approached, but did not reach, the significance level. According to the mediational theory, priority effect is a result of a learning strategy that involves retainment of B during A-C learning, therefore the effect observed in performances of the ADHD and non-ADHD children indicated that both groups used the strategy. This suggests that spatial memory abilities of children with ADHD may be improved with the use of appropriate learning strategies.