In April 2024, the author conducted a research study using an online survey in which Montessori Elementary teachers anonymously recorded their perspectives on the alignment of Montessori philosophy, methods, and the prepared environment with the inclusion of students with attention deficit hyperactivity disorder (ADHD). The thoughts and ideas teachers contributed to this study provide great insight into alignment of Montessori with ADHD tendencies. Recognition of the ways that elements of Montessori philosophy and practice intersect with the needs of children with ADHD can be a starting point to tailor Montessori environments and specific training for successful inclusion. Ideally, classrooms and curriculum will not just make accommodations for neurodivergence but will be designed to be for these students, as much as they are for everyone else. Understanding the strengths associated with ADHD as well as the strengths Montessori holds for these students is one way to positively embrace this path forward. There must be more teacher training and professional development about ADHD for Montessori teachers, and teachers must learn to utilize the potential of Montessori practices and ideas for making environments accessible to and celebrating of children with ADHD.