This study explores the potential of schools to serve as spaces for inclusion and empowerment for neurodiverse individuals. Focusing on City Elementary, a Chicago independent school that works with neurodiverse children, this case study examines the school's approach to education and the perspectives of educators, parents, and students within the school. This research underscores the significance of explicit pedagogical strategies, personalized education approaches, and the integration of social-emotional awareness in shaping a transformative educational experience for neurodiverse learners. It also critically examines and challenges the conventional deficit-focused perspective on disabilities. City Elementary offers an alternative model for neurodiverse education. This research underlines the necessity of re-evaluating existing educational policies and practices to create a more inclusive and empowering learning environment that caters to neurodiversity.