Objective: Early identification of attention-deficit/hyperactivity disorder (ADHD) improves developmental and academic outcomes; however, ADHD-related behaviors are often underrecognized in community settings. Children's church teachers interact regularly with children, yet remain understudied in behavioral health research. Guided by the theory of planned behavior (TPB), this study examined children's church teachers’ knowledge, attitude, subjective norms, and perceived behavioral control regarding ADHD-like behaviors, and intention to engage in referral communication with parents. Methods: A descriptive cross-sectional, correlational design was used, and church teachers were recruited from African American or Black churches in metropolitan Atlanta, GA. Participants completed measures of the TPB constructs. Intention was assessed using seven vignette-based scenarios designed to evaluate recognition of ADHD-like behaviors and referral communication decisions, as well as a measure of general intentions to communicate with parents. Data were analyzed using descriptive statistics and multiple regression. Open-ended responses were analyzed using directed content analysis. Results: Church teachers (N=84) knowledge was the only significant predictor in the model explaining vignette-based recognition and referral communication (β = .240, p = .05), while subjective norms and perceived behavioral control were the variables significant in the model explaining 55.3% of the variance in general intentions to engage in referral communication. There was no significant association between the vignette scores and general intentions. Open-ended vignette responses revealed multiple explanatory frameworks, including behavioral-disciplinary, spiritual, medical, and prayer-based responses. Conclusions: Recognition of ADHD-like behaviors and intention to communicate referrals represent distinct processes. Knowledge supports recognition, whereas subjective norms and perceived behavioral control shape communication behavior. Findings suggest that community-based training should address both cognitive competence and communication confidence. This study extends the application of TPB to faith-based contexts for ADHD and highlights the need for collaborative strategies between healthcare providers and community educators to improve early-identification pathways.