The neurodiversity paradigm is a social justice concept that reframes neurologically based conditions including autism, ADHD, and learning disabilities, as beneficial forms of diversity. A question arising from this framework is the degree to which people forge neurodiversity identities based in self-acceptance. Little is known about identity formation for groups whose disabilities are impacting yet often hidden. To answer this question, we surveyed 92 college students, who attended a postsecondary institution that exclusively serves individuals with the diagnosis of autism, ADHD, learning disabilities, or a mix of conditions, to determine whether they incorporated neurodivergence into a sense of self. Based on responses to the Disability Identity Development Scale (Gibson, 2006), all participants had developed disability identities. Practical implications for disability services, faculty, staff, and institutions are discussed.