Practicum supervision offers a critical opportunity to either reinforce systemic marginalization or foster belonging and agency. For neurodivergent students, particularly those with executive functioning differences, traditional supervision models often rely on deficit-based assumptions, narrow definitions of professionalism, and compliance-driven support. This interactive workshop reimagines supervision through the lens of neurodivergent joy, a concept rooted in disability studies and inclusive pedagogy, which centers authenticity, dignity, creativity, and flexibility as essential to learning and professional development.