Background: Young adults with autism spectrum disorder (ASD) and their family members are confronted with the challenges of postsecondary transition and life planning when they age into adulthood. In California, the transition to adulthood begins at age 22. Previous research that explored the perspectives of caregivers as their adult children age out of secondary school found that they feel unprepared and ill equipped to handle this transition. Using prior knowledge and theoretical frameworks, this research study sought to create a successful educational development seminar to assist caregivers and professionals with the arduous task of postsecondary and life planning for young adults with ASD. Method: A small group of expert peer reviews (n = 4) in the field of autism transition evaluated the effectiveness of the curriculum for a three-part educational development seminar entitled Postsecondary Transition Success for Autism. The curriculum included a take-home resource guide providing a plethora of planning options for postsecondary education and employment. Results: The content and presentation were assessed to determine the usefulness and appropriateness of the curriculum in this research design. The evaluator responses were unanimously positive, and it was determined that the curriculum design would be extremely valuable to families, school personnel, and community agency representatives who are experiencing or working in the field of autism transition. The curriculum was assessed to be valuable not only to young adults with autism, but also to young adults with a variety of cognitive and physical impairments. The curriculum brings a comprehensive and cohesive approach to transition planning to a population that has felt overwhelmed and alone during this multi-faceted process. Conclusion: The findings indicate the significant need and value of a comprehensive postsecondary transition curriculum that can be delivered in a condensed period of time. Person-centered planning was found to be an important approach to consider as each person with disabilities has unique strengths that can guide the planning process. The curriculum content and design provide a foundation to build creative individualistic postsecondary transition plans for young adults with ASD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]