Within academia, there is a dual process of transmitting and producing knowledge. Research led by people with first-hand experience of what is being explored helps to reduce the epistemic injustice that occurs when people with lived experience lack influence over the research process. In this chapter, we reflect upon the limits and possibilities of ADHD-led participatory research processes. Our own autoethnographic research process is used to describe and reflect upon challenges that relate to ADHD functionality and how we might overcome these challenges. Collaboration can involve conflicting needs regarding time management, balancing energy levels, pacing, and the ability to hyperfocus. Nevertheless, intertwined experiences make it easier to relate to mutual challenges and benefit from our different strengths. We describe how ADHD-led research and ADHD writing processes can differ from a neurotypical writing process, for example handling the flow of new ideas, the need for re-thinking the definition and value of co-writing, and utilizing the group members' collective strengths to create individualized working processes within a collective writing process.