Increasing numbers of students diagnosed with Autism Spectrum Disorder (ASD) are entering institutions of higher education, and that number is expected to significantly increase over the next decade. Once thought unqualified for post secondary settings, students with ASD are meeting the requirements for admission, and institutions are faced with addressing the unique needs of these students. Specifically, transition, academic achievement, and social skills deficits can create barriers for students with ASD. This paper discusses these barriers and summarizes how departments and colleges of education can get involved in the support process.