Using [Canary, D. J., & MacGregor, I. M. (2008). Differences that make a difference in assessing student communication competence. "Communication Education," 57(1), 41-63. doi:10.1080/03634520701635133] prototypes of ideal and less-than-ideal student communication behaviors, I rhetorically analyzed participant interview transcripts from young adults with an autism spectrum diagnosis for representative behaviors to determine the implications of such prototypes. Participants revealed that they feel chronically misunderstood by their communication partners. This research offers communication instructors and scholars a better understanding of communication produced by students with an autism spectrum diagnosis. It also challenges use of a normative communication lens to read so-called ideal student communication behaviors such as motivation and participation. It calls for communication experts to expand their own communication competence and to be mindful of the opportunities students have available to represent their interests and skills in the classroom.