For many years, educational systems did not prioritize humanizing strategies for neurodivergent students. This has been a challenge, especially in teaching racially, ethnically, and linguistically diverse students who concurrently are neurodivergent. Recognizing and supporting the intersectionality of multiple layers of identity, both the complements and complications, is a missing piece in many teacher preparation programs. As school districts are making the shift to inclusive, co-teaching classrooms, teacher preparation programs need to shift in their preparation of candidates. Humanizing practices for candidates go hand in hand with raising their self-efficacy. This article discusses humanizing the teacher preparation process by emphasizing intersectionality of neurodiversity & multiculturalism.