As higher education institutions see increased rates of autistic college students, faculty members are prompted to work more intentionally in enhancing their teaching practices' inclusivity. Future faculty (e.g., graduate students and postdocs who have teaching aspirations) are well positioned to engage in professional development that best prepares them for teaching a wide variety of diverse student populations. This mixed methods evaluation study examines how an inclusive teaching course, designed for future faculty and utilizing principles of Universal Design (UD), influenced their knowledge of and readiness to teach autistic college students. Through completing a unit on autism, future faculty illustrated their enhanced comfort and preparation in teaching autistic college students, as well as their familiarity with autism. Participants also demonstrated particular examples of how to use UD principles to adapt their teaching practices, across a wide array of classroom contexts, which will not only better serve autistic students, but also students broadly.