The purpose of this study was to understand the factors which are influencing the low number of students living with autism spectrum disorders who graduate from four-year, degree-granting colleges and universities within six years of enrollment. This instrumental case study investigated the higher education experience for 13 students who self-identified as autistic. The students' responses to eight semi-structured interview questions served as the primary data source. The data were analyzed and interpreted through the lens of college readiness and disability theory. The students' findings were validated with interview data from the disability resource personnel (DRP) at the colleges where the students were enrolled, and a 44-item survey completed by the students which was used to establish the students' college readiness. The student data found that with significant support from the DRPs, the students are academically capable of doing college-level work but that the attributes of autism often created significant barriers to success. Most of these barriers are the by-product of the mismatch between the autistic students' attributes and the expectations of the college environment. The findings point to the use of an interactionist model of disability rather than a functional limitation model to make the accommodations needed by autistic students more effective in facilitating college success. [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.]