Around the world, music teachers serve students with diverse characteristics and complexities. While most students respond to the standard educational practices in place, others, such as neurodivergent learners, require support even when they do not meet the criteria for receiving especial education services. In this workshop, I will explore the basis of neurodiversity and how music teachers can support the development of neurodivergent students by creating equitable and inclusive music learning experiences. Neurodiversity is a term that encompasses diverse diagnosis and ways of functioning including dyslexia, autism spectrum disorder, attention deficit and hyperactivity disorder, auditory visual processing disorders, giftedness and others. These wide range of differences and abilities pose a challenge for music teachers. The neurodiversity movement, which started in Australia with Judy Singer in the 1990s, supports the following ideas: neurological differences are natural and necessary for human development; these variations are not disorders or defects; and ignoring and suppressing such differences is dehumanizing. Because in many educational systems neurodivergent students are not accounted for, teachers are faced with the challenges of supporting these students. These situations can become opportunities to break free from limited educational paradigms. Teachers have the chance to revisit their understanding of differences and disabilities, and to make their classroom more equitable and inclusive by adopting strategies that are focused on students’ abilities and strengths instead of their deficits. This is especially important in the music field which is historically focused on performance and high-achievement. By Adopting pedagogical approaches and practices such as universal design for learning (UDL), student centered practices, differentiated instruction, socio-emotional learning (SEL), compassionate pedagogy, as well as assistive technologies, flexible learning, and sensory-aware environments, teachers can support equitable learning experiences for neurodivergent individuals while encouraging their music development. The workshop is based on the neurodiversity framework. I will start by presenting the main concepts, and then, I will explore existing pedagogical practices that can support neurodivergent learners and invite participants to analyze them. Finally, I will discuss how these practices can be used in the music setting and ask participants to reflect on strategies that can transform their practices, making the music classroom a supportive and equitable space for students of diverse abilities and needs. Neurodivergent learners usually have a special connection with music. My goal is to encourage teachers to explore music in ways that will encourage love and life-long learning.