Numerous researchers have examined the experiences of students with hidden disabilities (SwHD) in higher education settings (e.g., Abrahams et al., 2023; Parker & Draves, 2017; Shine & Stefanou, 2022; Valle-Flórez et al, 2021). Fewer researchers have considered the experiences of professors with hidden disabilities (PwHD). Outside of music education, researchers explored issues PwHD encountered regarding fear of disclosing disability status, stigma, workplace microaggressions, and insufficient accommodations (e.g., Dwyer et al., 2023; Hoben & Hesson, 2021; Vogel & Sharoni, 2011). Little research regarding the experiences of PwHD in music education exists. Author (2025) observed secondary ensemble directors with ADHD, finding that personal experience with ADHD allowed participants to develop empathy-based strategies that benefited students with/out disabilities. They argued for the inclusion of neurodivergent voices in preservice music educator preparation.As little research on experiences of PwHD exists in music education, the purpose of this study is to examine the experiences of five neurodivergent (ND) music education faculty who are in different academic career stages (doctoral, pre-tenure, tenured). Questions guiding this inquiry are: 1) What personal challenges and perceived advantages have we encountered as ND individuals in higher education? 2) What systems or structures have we experienced that have helped/hindered us as we navigate our careers? 3) How can our shared lived experiences guide music teacher educators in creating spaces where their ND students and colleagues can thrive?Method and Data Analysis For this study, we employed elements of narrative inquiry and emancipatory research (Barnes & Sheldon, 2007; Clandinin & Huber, 2010; Clandinin & Rosiek, 2007; Davis, 2004). In narrative inquiry, researchers should “consider and describe the particular methods used to study the phenomenon” (Clandinin et al., 2007, p. 27). Our phenomenon is our shared experiences of higher education as PwHD. We retell our stories to provide insight and advocate for change within higher education. Our study is emancipatory as the work and recommendations come from PwHD navigating their disability within the institution.Data collection began in February of 2025 and includes participant reflective journals, bi-monthly focus groups, and multiple modes of communication. Data collection will be completed by December 2025, data analysis by February 2026. In initial comparative analyses (Merriam, 1998), theoretical framings of our study have emerged. Elements of poststructuralism (Youdell, 2006), I & Thou (Buber, 1923), and materiality (Garland-Thomson, 2016) will guide re-storying our shared experiences. Themes, problematization of institutional structures, and implications for higher education will be discussed.