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The need for collaborative software is more significant than ever in our modern world. Especially in large software companies, it becomes imperative to work efficiently with co-workers to complete large projects. Consider that nearly seven percent of Americans between ages six and eleven have been diagnosed with neurodivergency [1]. Some of these individuals will end up becoming software developers. The problem, though, is that many of these students will not have the practice of effectively collaborating while coding. Scratch, one of the most ubiquitous block-based software tools that aims to teach students basic programming practices, does not support multi-user collaboration1. As such, reverse-engineering single-user web programming applications to multi-user applications could help younger students–especially those with neurodivergent social behaviors–learn good collaborative practices early. Moreover, the development of this tool allows a unique case study into the implementation of multi-user features in closed single-user systems and the challenges faced in implementing such a software. In this paper, we demonstrate the process of developing the software that we built for a summer camp related to teaching around 20 neurodivergent high school students programming concepts under the funding of NSF’s Division Of Research On Learning and ITEST. We elaborate on the challenges and potential issues of creating and making such software easily accessible. More specifically, the synchronization problems that arise from turning a closed single-user system into a multi-user system for a neurodivergent programming camp. Additionally, we discuss about the iterative and real-time feedback development of our tool.