This study applies social cognitive theory (SCT) to better understand workplace equity for neurodivergent employees. The purpose of this study was to learn more about the best practices and barriers to implementing increased workplace neurodiverse equity recruiting and retaining neurodivergent individuals. This included interviews with nine leaders, executives, and consultants who have implemented or facilitated neurodiversity equity programs or supported neurodiverse equity within the workforce. Each of the nine research participants were identified as neurodivergent, so the current interviews provide insight from multiple experience levels. The transcripts from these interviews were studied through Thematic Content Analysis (Braun & Clarke, 2006) and juxtaposed with descriptive analysis from a demographic survey. This analysis, considered in context with an exhaustive literature review, indicated six themes surrounding the hiring and ongoing support of neurodivergent job candidates and employees. This concluded by emphasizing the importance of individualized support, employee resource groups, and leadership representation of neurodiversity. This study provides lived experiences from those who have started implementing change for neurodivergent individuals within the workforce. The primary range of past studies has only included capturing the lived experience of neurodivergent employees. Hence, the hope is that this study will continue past research, so the future is filled with further workplace transformation and inclusion for neurodiversity. [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.]