This panel explores community care as pedagogy through neurodivergent-led, participatory design in higher education. Drawing on the CARES (Community-led Autism Research, Engagement, and Service) framework, panelists—including neurodivergent students, artists, and co-researchers—share how collaborative, care-centered learning environments foster access, connection, and joy. Rather than treating care as an accommodation, this session highlights care as a core pedagogical practice that reshapes teaching, research, and institutional design. Through guided conversation and audience reflection, participants are invited to imagine what higher education could become when community care is understood as essential to learning, participation, and belonging.