With one in every 59 individuals now diagnosed with autism spectrum disorder (ASD), there is a significant increase in college enrollment for these students, yet, alarmingly, this population has the highest college dropout rate. Using Rawl's social justice theory as the frame, this qualitative study identified the perceptions of students with ASD, their college professors, and the director of the Office of Disability Accommodation (ODA). Perceptions were examined through open-ended surveys regarding awareness of autism, knowledge of student civil rights, and the availability and adequacy of resources provided through the ODA. In addition, the students with autism participated in semi-structured face-to-face interviews. The findings of this study are consistent with other studies in reflecting barriers experienced by students with ASD, such as poor transition planning, communication, and self-advocacy limitations. The variance among reported perceptions revealed a lack of awareness and continuity of resources and support for students with autism, hindering their successful transition from high school to and through post-secondary education. Both students and professors expressed a lack of knowledge of students' rights at the college level and of how to access needed accommodations. These findings reveal the need for a greater awareness of supports needed by students with ASD as they enter college. The findings provide implications for professionals who provide transition services for individuals with ASD.
