The purpose of this case study was to explore the transitional process and support systems for students with Autism Spectrum Disorder (ASD) matriculating at institutions of higher education without formalized ASD-support programs. Students with ASD experience increased transitional challenges as they begin their college careers due to their diagnoses, such as social interaction difficulties and loss of routines. Therefore, the goal was to discover emerging patterns in the data for how colleges and universities support students throughout the beginning of their higher-education journey. The overarching research question that guided this study was, "How do institutions of higher education (IHEs) without formalized ASD-support programs assist young adults with ASD (YA-ASD) during their transition to college from the perspectives of student affairs offices (for example, DSS, NSO, and DEI offices)? To further guide the research, the following questions will be posed: (a) What additional resources exist within the infrastructure of the IHEs that YA-ASD could benefit from as part of their transitional process? (b) How can IHEs collaborate to meet the transitional needs of YA-ASD better? These questions were designed based on two streams of research that framed the research's focus on promoting equitable and inclusive educational environments and access. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]