As the number of individuals with autism spectrum disorders (ASD) attending postsecondary education increases, so does the need for first-hand information regarding experiences and barriers. This study uses phenomenological methodology to examine the postsecondary education experiences of adults with ASD who obtained a college degree. Previous research identified that individuals with ASD enrolled in college at lesser rates than individuals with other types of disabilities. This pilot qualitative study examined the experiences of six college graduates with ASD as they described their experiences in PSE. Participants described their academic, social, and sensory experiences. Study results indicate that PSE students with ASD benefitted from academic accommodations such as preferential seating or extended time on tests. Implications for professionals and suggestions for future research are included.