Obtaining a driver's license can significantly impact a person’s quality of life, unlocking many opportunities, particularly in terms of employment and social participation. However, earning a driver’s license can be challenging, especially for individuals with neurodevelopmental disorders (NDDs), such as ADHD and ASD. The symptoms of these can make it more difficult to obtain a driver’s license. Research on how to mitigate the difficulties faced by people with NDDs during the licensing process is scarce, and, to the best of our knowledge, no previous study has investigated this issue in a Swedish context.The Swedish driving license authorities are currently reviewing the driver education system. To ensure that future improvements to the education system effectively support people with NDDs, it is essential to understand how it can be designed to help this group overcome their challenges. Thus, the aim of our study is to contribute to this understanding by identifying the challenges this group faces when learning to drive, and how driving instructors work to mitigate these challenges when teaching. Thirteen driving instructors were interviewed about the challenges individuals with ADHD and ASD face when obtaining a driver’s license and how the instructors address these challenges. The preliminary results highlight the importance of communication, supporting learners in structuring their education, using adaptive teaching methods, and implementing continuous assessment. Our results aim to provide valuable insights that can serve as a foundation for future research and practice focused on supporting individuals with ADHD and ASD in driver education