English universities have statutory duties to advance equality of opportunity, yet disabled students continue to experience poorer progression into graduate employment. This study evaluates a university led pilot placement scheme designed for neurodivergent students by offering paid, 30-hour placements with external employers. Semi-structured interviews were conducted with four neurodivergent student interns and three employer supervisors who participated in the pilot to evaluate the short-term outcomes of the scheme. Data were analysed using reflexive thematic analysis, informed by the social model of disability and stigma theory. Four themes were constructed to highlight how: (1) enacted and anticipated stigma shaped anxiety and masking in the workplace; (2) inclusionary workplace practices mitigated felt stigma and enhanced confidence; (3) university-mediated work was perceived as the only accessible route to employment; and (4) scaffolded, relational careers-team support enabled participation through ongoing mediation. The findings indicate short-term psychosocial and employability-related benefits while also highlighting the need for sustained wraparound support and organisational culture change to facilitate progression. This study addresses a gap in the work-integrated learning and graduate employability literature by examining a university-led, paid micro-placement model tailored to neurodivergent students within the English higher education context. By incorporating both neurodivergent intern and employer perspectives, it extends understanding of how stigma and inclusionary workplace practice shape placement experiences and employability outcomes. The findings offer practical insights for universities and employers on the value of university-mediated placements and scaffolded wraparound careers support alongside organisational culture change to support future employment.