Women are often missed or misdiagnosed before receiving a diagnosis for a neurodivergent condition such as autism or ADHD which means that neurodivergent women may enter higher education without a formal diagnosis. Many women develop coping skills to adapt to social and academic environments during their K-12 experience that enable them to pass as neurotypical and perform well academically. However, their coping skills may become less effective as they navigate new academic and social opportunities in higher education. This often leads women to seek answers from medical professionals. Women who are diagnosed as adults with autism or ADHD may have different support needs than their childhood-diagnosed and/or male counterparts. Exploring the experiences of adult-diagnosed women in graduate and undergraduate programs highlights the need for more tailored support that goes beyond traditional academic accommodations and nonacademic support that has been developed without this population in mind. This presentation is based on my original research with adult-diagnosed ADHD and autistic women college students. I applied a critical lens to examine the reasons behind the increase in adult-diagnoses of ADHD and autism for women, how an adult-diagnosis affects women in higher education and how institutions of higher education (IHEs) can better support these students. I share findings from my research which include a need for more social support, access to a neurodivergent community, explicitly taught study strategies and skills, better mental health support and greater understanding of intersectional identities.