Enrollment of autistic children in general schools has increased significantly in the past decade. However, having access to school does not mean being included in school. Autistic individuals' perspectives regarding their general school experience are limited, with most research focusing on the middle-school stage. This study examines the retrospective experiences of 10 autistic individuals, aged 19-25 years, who attended general schools from elementary through high school. Using semi-structured interviews and the pictorial 'Blob Tree' technique as a visual method to elicit self-narratives, the research revealed recurring themes associated with each educational level. Elementary school was marked by feelings of difference and ambiguity. Middle school was characterised by the impact of the autism diagnosis and emotions of instability. It was found, however, that high school represented a turning point, marked by increased self-assurance, acceptance of their autism and a sense of fulfilment. These findings underscore the importance of offering autistic individuals opportunities to share their narratives and to provide insights into their longitudinal experience in general schools. This emphasises the developmental journey of these students, highlighting the challenges they face at each stage and the growing need for increased inclusivity in general schools to better support autistic students.