Students with Autism Spectrum Disorder (ASD) often require accommodations for the successful transition to postsecondary education. Offices of specialized/disability services at four-year postsecondary institutions and community colleges are responsible for providing accommodative services which include technology accommodations for students with ASD. The purpose of this explanatory sequential mixed methods study was to gain insight into the technology accommodation practices at postsecondary institutions. This included their practices for evaluating technology accommodation needs of students with ASD, the pairing of technology accommodations with students with ASD, and the assessment of the successes and challenges experienced by students with ASD as they integrated technology accommodations into their postsecondary experiences. The participants for this study were directors of offices of specialized/disability services at Middle States Commission on Higher Education (MSCHE) accredited public four-year postsecondary institutions and community colleges. The researcher distributed an online survey to all public postsecondary institutions in New Jersey, New York, Pennsylvania, Delaware, Maryland, and Washington, DC and interviewed eight directors from offices of specialized/disability services. The findings from the study indicate a need for assessment practices to determine the successes and challenges students with ASD face while implementing technology accommodations. There was also indication for technology accommodations to be implemented for needs other than academic and communication. [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.]