Prior research illustrates the predominance of autistic college students experiencing challenges in advocating for themselves. Drawing on Test and colleagues' (2005) four factors of self-advocacy, this qualitative case study examines how an autism-specific college support program (ASP) in a community college contributes to autistic college students' development of self-advocacy skills during their transitions into and through higher education. Findings reveal how, through participating in the ASP and taking a self-advocacy course, students build agency and apply self-advocacy across their academics, familial and social lives, and professional experiences, as well as advocate for their peers and plan for their future transitions.