Using data from waves 1 through 5 of the National Longitudinal Transition Study-2, this study used propensity score techniques to assess the relationships between general education inclusion and college enrollment rates among youth with Autism Spectrum Disorder (ASD). Data show that 2- or 4-year college enrollment rates were significantly higher among youth with ASD who were included in high school general education core academic classes (math, science, or social studies) than among their peers with ASD who were not included in these classes. Educational implications are discussed.