Relatively little is known about the pathways youth with Autism Spectrum Disorders (ASDs) take in the transition to adulthood in terms of employment and postsecondary education. Applying life course sequence analysis to a nationally representative sample of youth with ASDs (n = 120), this study clustered various longitudinal sequences into three typical transition groups in the 6 years after high school exit: primarily focused on postsecondary education (57.4%), continuously or increasingly disengaged (i.e., not employed nor in postsecondary education, 29.0%), and primarily focused on employment (13.6%). All three groups experienced unique struggles in the transition to adulthood. We found variations in disproportionate transition patterns by gender, family income, functional cognitive skills, and conversational skills. Policy implications are discussed. [This paper was published in "Emerging Adulthood" v3 n1 p37-45 Feb 2015.]