Students with Autism Spectrum Disorder (ASD) are increasingly selecting to participate in postsecondary education. These individuals often face a number of challenges and barriers to success resulting in poor persistence and completion rates. For institutions of higher education, it is imperative that appropriate supports be put in place and faculty are prepared to support learners with ASD to allow for positive student experiences and successful completion. The purpose of this study was to examine disability awareness and faculty preparedness for working with students with ASD in order to move towards creating welcoming campuses which appropriately support and retain learners with ASD. The sample included a national sample of community college faculty. Participants completed the "Faculty Awareness and Preparedness for Working with Students with ASD" survey online. Data were analyzed to determine the factors which influence faculty preparedness for supporting learners with ASD. The findings provide insight into the perceived knowledge, preparedness, and pedagogical techniques of community college faculty. This study adds to a limited body of research on faculty support of students with ASD and will inform future decisions by institutional leaders to allow for the success of students with ASD on their campuses. [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.]