An increasing number of autistic students attend U.S. universities, and higher education must meet their support needs. Existing literature frames research using a medical model of autism and is limited surrounding how autistic students form academic and social bonds during their first-year transition. This qualitative study examines 13 autistic students' transition to the university and takes a strengths-based look at how they build academic and social support. I center autistic students' lived experiences using a disability studies and neurodivergent paradigm conceptual framework and a grounded theory methodological approach. I collect and analyze data using constructivist grounded theory methods, including intensive interviews and iterative strategies. The result is a core process model of Autistic Self-Judging and Adapting that describes students' experience of stress during social situations and the mediators to that process. I also describe how autistic first-year students build academic and social support and identify support facilitators and barriers. I recommend that administrators, staff, and faculty understand and study the effects of the core process of Autistic Self-Judging and Adapting as it can have far-reaching effects beyond any specific program or policy. I additionally recommend that universities consider specific adaptations to address the facilitators and barriers to support. [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.]