This exploratory case study examined the reports by advanced undergraduate students with autism spectrum disorder (ASD) of perceived social supports that buffer college-related stress and facilitate academic success. The sample for this study was comprised of 10 advanced undergraduate students who self-identified as having ASD. These participants were enrolled at seven colleges from three states in New England. Two methods of data collection were employed: a paper-and-pencil survey and a semi-structured, in-person interview. Quantitative and qualitative research methods were applied to analyze the data from the surveys and interviews. Overall, participants perceived that they received emotional, instrumental, and informational support that helped to buffer college-related stress and facilitate academic success. The sources were primarily family members, friends, and professors. Implications and recommendations for higher education in planning and programming for students with ASD are discussed in addition to suggestions for future research.