This cross-sectional descriptive study captured the perspectives of 14 college-bound students with ASD at the critical period of transition from high school using an open-ended prompt. The aim was to capture (1) student definitions of success as a college student, (2) the factors they identify as most influential leading to becoming a college student, and (3) the factors they identify as obstacles to becoming a college student. Findings suggest that college-bound young adults with ASD define success in terms of both academic and non-academic factors, identify factors leading to their success that suggest a need for educators to collaborate with parents and to utilize evidence-based practice to support student self-determination, and request supports in relation to overcoming mental health issues (anxiety, fear, stress) and navigating college life with a disability. The study reports initial results of a larger mixed methods investigation to document and understand the transition and progress of college students with ASD, with the purpose of providing increasingly effective supports and services.