The purpose of this qualitative case study is to identify the factors that impact learners with autism spectrum disorder (ASD) in a postsecondary setting.  The central research question is: What factors of the disability support services offices impact learning in university students with ASD? The subquestions include: (a) How do students with ASD describe their experiences with the University’s disability support services offices? (b) How do University faculty describe their role in supporting students with ASD? (c) What factors of the disability support services offices are perceived by students and faculty as having a positive impact on student learning? (d) What factors of the disability support services offices are perceived by students and faculty as lacking or ineffective?  This single case study included six student participants with autism spectrum disorder and four disability support services office faculty members from the University.  Data were collected via individual interviews, an online focus group, and documents/archival records.  Data analysis consisted of categorical aggregation, development of naturalistic generalizations, and development of themes.