The number of students with autism spectrum disorders (ASD) seeking admission into college is rising. Little research exists on how to meet the unique learning needs of this student population in higher education classrooms. The purpose of this qualitative research study was to document the ways in which supportive faculty members responsively approach students with ASD in their teaching roles. The findings of this study suggest that faculty members who were nominated as exceptional teachers and advisors to students with ASD drew from experiences of prior connections with individuals with disabilities, a belief in student abilities, setting high expectations for students, the development of caring relationships with students with ASD, an authentic passion for teaching, and a commitment to social justice. The pedagogical approaches entailed structured scaffolding, differentiated instruction, comprehensive accommodations, and collaborative institutional support. The outcomes of this study contribute new information to a paucity of research investigating faculty contributions to the success of students with ASD in higher education. This study pinpoints practical ways in which faculty members seek to help their students. Implications for practice and future research are discussed.