This classroom study explored how to make positive psychology exercises more accessible to neurodivergent college students. Neurodiversity is an umbrella term for identities linked to autism, ADHD, dyslexia, and other neurodevelopmental differences. Students participating in the study engaged in weekly evidence-based activities to support well-being, such as gratitude, acts of kindness, and using strengths as part of a one-credit positive psychology course. Throughout the semester, they provided written responses about the impact, barriers, and accessibility of the activities. Comments indicate that the exercises had a positive impact on perceived wellbeing. We report student feedback and discuss potential applications in student life outside the classroom.