Higher education is a predictor of employment for individuals who have an autism spectrum disorder (ASD), and an increasing number of students with ASD are enrolling in college. However, deficits in executive functioning (EF) make academic success difficult. This systematic review of literature identified ten research studies examining the effects of college supports for students with ASD that targeted an aspect of EF, specifically working memory, cognitive flexibility, inhibitory control, self-regulation, organization, and time management. Common supports included mentorship and group therapy, with interventions often facilitated by graduate or peer students. Although outcomes were generally positive, most researchers relied on participant feedback rather than objective measures of executive function.