While more and more individuals with Autism Spectrum Disorders (ASD) are choosing to pursue higher education, comparatively little research has been conducted on the success of these students. Even less practical information has been developed and promulgated to classroom educators. This article reviews trade publications, peer-reviewed journal articles, unpublished manuscripts, and data from professional organizations to answer two key questions: first, what are the factors that promote academic and social success at the community college, and second, what are the individual characteristics of those with ASD that impact community college success? Findings indicated that student collegiate persistence can be enhanced by a range of factors including peer acceptance, institution/faculty accommodations, and student self-advocacy skills. In addition, students with ASD exhibited pathologies that both enable and inhibit college success. Finally, this article aims to provide practical guidance to both the community college educator and administrator in assisting students with ASD to succeed at their institutions of learning.