Students with ASD (SwASD) are eligible for reasonable accommodations and support at their institution through the Americans with Disabilities Act and section 504 of the Rehabilitation Act of 1973 (Viezel et al., 2020). These laws, along with a growing body of research that supports the implementation of successful early intervention techniques alongside school-based services, may facilitate an increase of promising students with ASD entering higher education. Despite the gains in enrollment and the availability of legally mandated accessibility services post-enrollment, fewer than 40% of SwASD who start college will earn a postsecondary degree compared to 60% of their neurotypical peers (Accardo, Kuder, & Woodruff, 2019). The achievement gap for SwASD indicates a need for higher education institutions to explore how this population can engage with their school beyond access and identify which services will lead to student success. This review of literature will identify the challenges and needs of SwASD, explore potential methods for supporting the success of this student group, and offer suggestions for future research that will benefit institutions, practitioners, and college-going individuals with ASD and their families.