Autistic students are enrolling at higher educational institutions at an increasing rate. To keep up with the population of pupils, colleges and universities are finding ways to support students. Yet, a small percentage of students who are diagnosed with autism spectrum disorder do not succeed in attaining a degree. This trend is significant and underscores the urgent need to enhance support systems for autistic students in higher education. To better understand the barriers to degree completion faced by students with autism, Tinto's Student Integration Model, focusing on student success based on academic and social integration, was used as a theoretical framework. This qualitative action research appreciative inquiry study explored the experiences of Directors of Disability Resources Offices or those in similar roles at colleges and universities nationwide in working with students with autism as they transitioned to postsecondary education. Using interviews as the primary data source, the data collected were manually coded and categorized by themes. The three barriers identified as most important were self-advocacy, executive functioning, and mental health, which were then used as the basis for recommendations for practice and future research. The findings of this study have implications for both high schools wanting to better support autistic students in college preparation and higher education institutions wanting to support autistic students on campus, enabling them to be socially and academically integrated and attain a college degree. [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.]