College students with high functioning autism (HFA) and Asperger syndrome (AS) are participating in postsecondary education in increasing numbers. Institutions of higher education (IHE) that admit these students should support their individual and unique needs. The challenges these students face in the domains of social interaction and executive function are often not addressed adequately. Traditional accommodations for students with disabilities are often insufficient to impact these students' academic success and broader educational experience. Currently, only a handful of colleges and universities have developed specialized programs to support students on the autism spectrum. Often costly, such programs add thousands of dollars in fees above and beyond escalating tuition costs. Consequently, it is not surprising that most of the specialized autism support programs reside in private rather than public institutions. This article will discuss the notion that postsecondary institutions that do not have autism specialty support programs can utilize the resources that already exist in their infrastructure to support these students. This article describes the contributions of the various resources, facilities, and centers present on many college campuses that can be better utilized to support this endeavor. A key element of this approach is the coordination and collaboration among the different divisions in order to best serve this growing student population.