Neurodiversity describes the limitless neurological variations among humans, with examples including Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Dyslexia. These neurotypes reflect natural and valuable variations of cognitive function within humans, with specific strengths that are often considered assets in STEM fields. However, the study of the learning experiences of neurodivergent students is currently limited within the field of chemistry. This seminar will focus on qualitative research that explores the experiences of neurodivergent undergraduate chemistry students in lecture settings through semi-structured interviews with participants from across the United States. Through interpretative phenomenological analysis – a participant-oriented approach that seeks to understand how participants make sense of their lived experiences while also recognizing the researcher’s role in interpreting those perspectives – our research focuses on understanding how neurodivergent students describe their lived experiences within chemistry lecture settings and what these experiences reveal about how they think, perceive, engage, and learn within these settings. Grounded in the Neurodiversity Paradigm, this research challenges the societal construct of “normal” cognitive functioning and recognizes neurodiversity as an essential, valuable form of human diversity. Findings and implications aim to provide rich descriptions of experiences through a neurodivergent lens to help educators design more inclusive learning spaces and inspire systemic change to better support neurodivergent students across the chemistry curriculum.