Educators, experienced or novice, Montessori or otherwise, have genuine concerns about working with neurodivergent children, including having the necessary education, adequate resources, and time to accommodate students. Yet a shift in perspective can minimize these concerns: Montessori educators, who are trained to observe, reflect, design the environment, be respectful, and differentiate instruction, are capable of meeting the needs of children who learn in all kinds of ways. In this article, Carissa Swiss and Bhairavi Chandramouli will offer terminology, case studies, and links between evidence-based practices for neurodivergent learners and Montessori philosophy to show that Montessori educators are better equipped than they may think to serve neurodivergent children.