The purpose of this study was to gain a deeper understanding of how students with autism spectrum disorder experience the community college setting in Mississippi. It was designed to be exploratory in nature and was intended to provide practitioners a glimpse into the postsecondary experiences of students with autism (Bell, Devecchi, McGuckin, & Shevlin, 2017). Through the contextualization of Labaree's framework and person-environment fit models, this critical disability study emphasizes "empowerment, agency, and social change" (Vaccaro, Kimball, Wells, & Ostiguy, 2015, p. 26). This study aimed not only to contribute to the understanding of lived experiences, but also to contribute to the discussion of marginalization of students with autism spectrum disorder in higher education by applying a framework of democratic equality, social efficiency, and social mobility. The study was guided by three research questions: (1) What are the experiences of students with ASD within the community college system in Mississippi? (2) How do the experiences affect the students' perceptions of a successful degree completion? (3) What do students with ASD believe can be done within their college to support their educational endeavors? Participants in this study included seven Mississippi community college students with autism spectrum diagnoses. Each study participant was registered with their respective disability services office. In-depth semi-structured interviews revealed two primary themes and four sub-themes. The findings also suggested two influential groups of people that affected the community college experiences of students with ASD. Those themes are: (1) Peers Make a Difference, with sub-themes titled Campus Life & Involvement and Classroom Interactions; and (2) College is Stressful and Self-Determination Matters with sub-themes titled College Selection, Transition, and Self-Advocacy, and Accommodations and Disability Support Services, both of which are influenced by parents and faculty. Based on this study's findings, it was recommended that practitioners support students with autism in Mississippi community colleges by (1) offering customized services; (2) introducing peer mentors; (3) involving parents; and (4) fostering a disability-friendly community college environment. [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.]