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The increasing recognition of neurodiversity (ND) within science, technology, engineeringand mathematics (STEM) fields has led to a growing demand for inclusive educationalpractices that support neurodivergent scholars. This paper explores the impact ofmentorship, career counseling, and the use of strengths-based assessments, such as theBirkman® assessment, on the career readiness of neurodivergent students at LandmarkCollege’s S-STEM program. Using social cognitive career theory (SCCT) as a framework,we analyze longitudinal data from program participants, highlighting an increase ininternship participation and career confidence. Interviews with recent graduates reveal keychallenges in the post-graduation transition period, the role of professional networks, andthe importance of near-peer mentoring in career persistence. The study underscores thecritical need for structured post-graduate support and proposes a near-peer mentorshipmodel to facilitate career integration for neurodivergent STEM graduates. Findingscontribute to the growing literature on ND inclusion in STEM and offer actionable insightsfor higher education institutions.