Every student deserves a college education that provides a welcoming environment regardless of demographics. For adult students and students with autism, academic environments may not contain the needed protective support interventions for these populations to be successful. This study seeks to address the gap in literature that exists regarding the experiences of adult students with autisms while navigating online college courses. By using a blend of the phenomenological and participatory research methods, the study utilized an online course experience and interviews to find themes regarding the participants' experiences. The study revealed the participants preferred clear and organized instructions and navigation systems and were easily distracted by typos and inconsistencies in the course. The study additionally provides recommendations for future research utilizing a blend of phenomenological and participatory research for autism studies. [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.]