Examination success can be considered a passport to further education and, as a result, higher income and better health. Access arrangements (AAs) are intended to allow fair access to examinations for candidates with disabilities, including those with an autism spectrum disorder (ASD). There is a lack of research into how AAs should be organised for ASD candidates. Emerging evidence suggests a lack of student involvement in organising AAs in general. This case-based action research involves students with ASD in deciding on their AAs, alongside members of school staff. Involving these students in organising their AAs improved their self-esteem and allowed AAs to be closely tailored to individuals, both of which could lead to improved exam performance. Appropriate support to facilitate ASD student involvement is discussed. The novel concept of 'pre-examination access facilitators' is highlighted, entailing support provided before an exam to facilitate access.