Participating in postsecondary activities such as education and employment can increase an individual's independence, contribution to society, and quality of life. However, researchers suggest that students with autism spectrum disorder (ASD) engage in these postsecondary activities less than their peers do. The extent to which academic and social skills predict postsecondary outcomes for students with ASD is not yet understood. Logistic regression analyses using the National Longitudinal Transition Study-2 (NLTS2; SRI, 2000) dataset were conducted to examine the extent to which academic skills and social skills predict postsecondary outcomes for students with ASD. Results suggested that academic achievement was significantly related to postsecondary education and overall success and that social skills significantly predicted all three postsecondary outcomes for students with ASD.