The purpose of this multiple case study was to describe how music educators with ADHD believed that their condition shaped their approach to teaching music in secondary ensemble settings. One band, one orchestra, and one choir teacher participated in interviews, observations, and reflective journaling to share their perspectives on how they accommodated their own needs, how they tailored instruction to the characteristics of their students with ADHD, and how they approached inclusion of other neurodivergent students. Emergent themes included intrapersonal knowledge of ADHD, professional success through self-support, and supporting students through empathy-based strategies. The experiences and perspectives of these music educators demonstrated the value of including neurodivergent voices in efforts to ensure that music educators are prepared to provide equitable instruction for neurodivergent students.