Despite an increasing number of young adults with autism pursuing postsecondary education, limited research has been devoted to high-functioning students with autism transitioning to college and currently attending postsecondary education. This preliminary study surveyed 109 high school and undergraduate students with high-functioning autism. Participants were asked about their perceptions regarding their compensatory strategies, everyday hindrances, areas of perceived strength, and areas of academic and career interest. Results of this study add to the existing literature by revealing significant differences between responses for high school and postsecondary students. Additional significant differences are noted between male and female respondents. [Darin Stageberg is listed as an additional author on the .pdf.]