As every Montessorian knows, Dr. Montessori's pedagogy evolved through her work with "phrenasthenic," or disabled and neurodivergent, children in Rome (Trabalzini, 2011). This historical knowledge may lead to the assumption that Montessori education epitomizes inclusive education--that Montessori is indeed education for all children, both neurotypical and neurodivergent. However, this assumption, while logical, needs to be examined, as there are three things that can influence teachers' practice without their awareness: (1) the pathology paradigm; (2) the information processing model of cognition; and (3) educators' own biases and neurology. In this article, the authors scrutinize these three areas of influence to help illuminate approaches to practice, including biases some are unaware of--because, as Dr. Montessori stated, "The real preparation of education is the study of one's self " (Montessori, 1967, p. 132). Additionally, the authors discuss alternatives to the pathology paradigm and the information processing model of cognition--namely, the neurodiversity paradigm (Walker, 2021) and an enactive model of cognition (Varela et al., 2016)--to help move Montessori education in current practice toward true inclusion.