Adults with attention-deficit/hyperactivity disorder (ADHD) frequently report memory problems, but contrasting findings indicate encoding or retrieval deficits. The present study examined free recall, recognition, and learning performance in adults with and without self-reported ADHD across a 7-day interval, using the 15 Word Test (15WT) and the Adult ADHD Self-Report Scale (ASRS-v1.1). The participants were classified using the validated ASRS-v1.1 Part A threshold (N= 76; ADHD group n = 28, non-ADHD group n = 48). The results showed, contrary to expectations, that free recall retention did not differ significantly between the ADHD and non-ADHD group, t(74) = -0.25, p = .80, d = -0.06. As predicted, recognition retention, U = 697.00, p = .78, r = -.04, and total learning scores across the five encoding trials, t(74) = 0.11, p = .92, d = 0.03, also did not differ significantly between groups. This study could not evaluate a retrieval-specific deficit rather than an encoding deficit due to the absence of a dissociation between impaired recall and intact recognition in the ADHD group. An exploratory analysis of the 15 highest- and 15 lowest-scoring participants on the ASRS-v1.1 showed no significant differences. Effect sizes across all comparisons were negligible, suggesting that these findings reflect minimal true group differences rather than insufficient statistical power. This study contributes normative long-term memory data and emphasizes the need for future studies using larger, and clinically diagnosed samples to further investigate long-term memory difficulties in adults with ADHD.