<p>This case study examines a professional development training program focused on neurodiversity for outdoor educators. The setting was a nature camp in Hawaiʻi involving twelve outdoor educators who teach children aged 6 to 11. Previous research highlights the specific benefits of nature engagement for autistic and ADHD children. However, these studies also suggest that due to the unique neurotypes of some learners, outdoor learning environments can pose challenges for neurodivergent participants. Therefore, it is crucial for outdoor educators to receive training on neurodiversity. Using a Participatory Action Research approach, neurodivergent researchers collaborated with outdoor educators to develop a neurodiversity-affirming training program. The researchers investigated the process of creating the training, identified the main concerns of outdoor educators regarding teaching students with diverse needs, and assessed the initial impact of the training. The findings indicate that participants experienced an increased understanding of and a positive reframing of neurodiversity, along with greater confidence from having protocols to support students with diverse needs. This study emphasizes the importance of inclusivity training for outdoor educators and calls for further research on the implementation of neurodivergent-affirming models in outdoor education contexts.</p>