College attendance is increasing for students who have an autism spectrum disorder (ASD), yet a dearth of literature exists about their progress in postsecondary education. This study describes a group of college students who have the formal diagnosis of an ASD to uncover factors related to their academic performance. Twenty-three first-year college students who have the diagnosis of ASD were tracked for two contiguous semesters to determine if anxiety and executive function are related to end-of-year grade point average (GPA). A significant positive correlation between the BRIEF-A composite index of behavioral regulation and GPA was found. Study participants reported no or mild levels of anxiety, and six reported clinically significant ADHD symptoms. Twenty-two of 23 members of the study remained enrolled for full two semesters, suggesting a successful transition to college. Implications for postsecondary services are discussed.