Historically, students with autism have not had access to supports within universities that would enable them to succeed academically or socially. In response to the heightened recent attention to inclusion at the postsecondary level for students with disabilities, the Division on Autism and Developmental Disabilities (DADD) has taken the initiative to develop a paper on this critical topic. The goal of DADD in developing this paper is to illuminate and promote effective practices to support students with autism spectrum disorders in postsecondary education. Toward this end, this manuscript addresses the need for institutions of higher education to educate students with autism spectrum disorders (ASD) among their peers in college programs. The intent of the authors is to voice a call to action to expand the inclusion momentum that has become firmly rooted in our nation’s high schools so that it reaches universities and leads to improved adult living outcomes. Through discussion of the history of postsecondary education (PSE), a review of relevant legislation, and consideration of current PSE options for students with autism, a clear picture of the current state of affairs emerges. Connections among legislative initiatives and current practices substantiate the need for increased program options and supports through which academic, social and career development may be provided to students with ASD. The role of legislation in supporting the establishment of infrastructure and building capacity to sustain programs is examined to foster recognition of the need for institutions of higher education to provide inclusive postsecondary programs. Components of effective postsecondary education for students with ASD are described in relation to legal mandates leading to the development of PSE opportunities for these students.