Neurodiverse students, such as those with ADHD, autism, or dyslexia, often have strengths including divergent thinking and risk-taking, pattern identification and systems thinking, and 3-D visualization and global thinking. While these strengths may be assets in engineering fields, these students continue to be underrepresented in engineering programs. Current teaching methods weed out neurodiverse learners who, despite their potential to contribute to innovation in the field, often struggle within the traditional engineering classroom environment. This workshop aims to foster an inclusive environment for neurodiverse learners by encouraging the adoption of a strengths-based approach toward neurodiversity within the engineering education environment. Organizers: Marisa Chrysochoou, University of Connecticut