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This work-in-progress research paper describes the prevalence of neurodivergent students (ND) in engineering across two institutions. There is growing awareness that engineering students who are neurodivergent bring unique assets and face challenges to their higher education experience. Neurodivergent students may also face additional challenges associated with chronic illness or being marginalized due to their gender or race/ethnicity. This paper provides background on these issues, followed by demographic data from two institutions. The goal of the paper is to raise the awareness of engineering faculty that the variety of differences and medical conditions among engineering students may be more diverse and/or prevalent than many realize. Students may not disclose these conditions or receive formal accommodations but can be successful. With a notable percentage of engineering students identifying as ND, faculty should ensure these students feel supported. Higher education institutions should also prioritize systematic planning and programming to support the retention and success of these neurodivergent students.