This narrative research study explored EFL teachers’ experiences with neurodiverse students (those with dyslexia, ADHD, and autism) at the tertiary level in Japan and their self-efficacy for inclusive practice. Bandura’s (1977) theory of self-efficacy was used as a framework for interpreting teachers’ interview data. Findings indicate that EFL teachers at the tertiary level in Japan lack training and institutional support necessary to create inclusive environments. Solutions and tips for inclusion will be discussed with participants.