This research is motivated by the hyperactive behavior in children with special needs (CWSN). Some behaviors exhibited include acting out, refusal to enter the classroom, biting teachers when angry, lack of focus on activities for extended periods, and excessive activity. The study aimed to identify and address hyperactive behavior in children. The research method employed was qualitative with a case study approach. Informants in this study included the homeroom teacher of Grade A, the teachers, and the parents. The data collection techniques utilized observation, interviews, and documentation. The research procedure began with problem identification, assessment, diagnosis, planning, implementation of treatment, and evaluation. The results of this study revealed that hyperactive children with special needs (CWSN) at SRAMBI PAUD (Early Childhood Education) exhibited characteristics such as difficulty sitting still, impatience, preference for outdoor activities, running, wandering around the school area, shouting, hitting for unmet expectations, lack of understanding of school rules, and inability to process information conveyed by teachers. Some treatments that teachers employed in managing hyperactive children at SRAMBI PAUD Center include closing classroom or center doors, providing beneficial activities that the children enjoy, implementing rewards or punishments, and involving peers.