The experience of belonging and inclusion is critical for all college and university students, and for those on the autism spectrum it may be even more so. This phenomenological study explored the specific experiences of undergraduate residential students who identified as having Autism Spectrum Disorder. Findings can lead to a greater understanding of these residents and can help residence life professionals identify and develop strategies to maximize the potential of inclusive residential communities to provide them with a sense of belonging. Implications for practice include improving residential programming, creating campus collaborations, revisiting and revising expectations for resident assistant selection and training, and recommending opportunities in residential leadership, such as RA or Residence Hall Association membership, for residents on the autism spectrum. [Discussion questions developed by Derin Murphy.]