This grounded theory study uses a semi-structured interview process, as well as a differentiated information acquisition approach to explore the perceptions and experiences of individuals who identify as neurodivergent in the postsecondary setting. The aim of this study is to gain firsthand knowledge about the lived experiences of former and current students who are navigating college while identifying as neurodivergent to better inform colleges and instructors about how to meet the needs of these students. Through the research process, these students are given an opportunity to have their voices heard in hopes of making higher education easier to navigate and increase their postsecondary success. The aim of neurodiversity movement itself is to have full inclusion in all, education and postsecondary education included (Kapp, 2020). Currently, the goal of full inclusion is not being met in postsecondary education, as institutions are neither adequately meeting the academic nor the nonacademic needs of students (Bolourian et al, 2018). This study, using a neurodiversity movement framework, allows just that to happen. It is the voice of those who identify as neurodivergent who will lead the way by advocating for their own rights to full inclusion in postsecondary education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]