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The purpose of this research was to study the experiences of middle-school teachers of autistic students during the co-design of neurodiverse pedagogies for computational thinking (CT) within the context of a research practitioner partnership (RPP). This knowledge building partnership was founded on the neurodiversity paradigm and challenges the assumption that individuals with disabilities are exceptions for which accommodations must be made. Neurodiversity, here, is viewed as the natural variation of neurological differences and as such is proposed to be the baseline in every educational setting (Silberman, 2016; Walker, n.d.). When neurodiversity is seen as a baseline for an educational community, the focus is on educating diverse (whole) individuals rather than planning and teaching a standard computational thinking curriculum, while adding accommodations or adaptations to meet the needs of individual students. Our paper presents the results from a critical event analysis using qualitative data collected during the first year of a three-year mixed methods study, which includes teacher workshop mini-interviews and teacher embodied interviews. In this study, we ask: How do teachers experience the co-designing of neurodiverse pedagogies for computational thinking in a research practitioner partnership? And, how do these teachers modify and diversify their teaching practices of CT?