The purpose of this qualitative study is to collect the experiential knowledge of 12 science, technology, engineering, and mathematics (STEM) faculty about teaching students who have autism spectrum disorder (ASD). ASD diagnoses have increased in the last 2 decades, affecting an estimated one in 68. College students with ASD study STEM at higher rates than the general population, yet they face obstacles in postsecondary education. Faculty participants were chosen because they had specific experience teaching students with an ASD diagnosis. They talked about observable strengths students with ASD possess that can be helpful in studying STEM subjects as well as challenges experienced by this group of students. They discussed classroom experience and recommended pedagogical approaches to maximize learning for this group. Practical suggestions include careful grouping, providing clear instructions, individualizing, using a variety of assessment types, and structuring lessons predictably. This article presents college faculty perspectives on how to make STEM classrooms accessible to students with ASD.