The authors of this article invite disability and student affairs professionals to engage autistic college students and colleagues in program development and assessment efforts. Ten strategies to construct student support programs and assessment designs are provided that are inclusive of autistic students, staff, and faculty input and participation from start to finish. Recommendations by Dena, an autistic social scientist/co-author, are embedded within the strategies to provide a neurodivergent perspective. Together, these strategies are grounded in principles of community-based participatory research, neurodiversity, and autistic expertise.