Students with autism spectrum disorders enrolled in special education programs during high school have continued to be at risk of negative outcomes after high school. Researchers have noted the number of students with autism and the cost of educating students with autism were rising. The purpose of this study was to gain the perspectives of parents to explore methods that support people with autism who participated in special education programs while in high school. This study was created to inform young adults with autism, their families, and people who provide services for young adults with autism to prepare for more productive post-high school experiences. Research questions included: (a) what programs or experiences in high school led to positive outcomes after high school for students with autism; (b) what programs or experiences during high school were seen as not helpful and should be changed or discontinued for students with autism; and (c) did parental involvement in high school programs or lack thereof impact the outcomes for the students with autism? Data were analyzed using Colaizzi's (1978) 7 step method. The method chosen was a qualitative study using interviews through phone calls. Phenomenological design was selected to support obtaining themes through interviews from the perspectives of the individuals. The target population was the parents of people with autism who had special education IDEA programs throughout high school and had completed or ended a high school program within the last 10 years. Participant sampling was done through a snowball method and outreach to Northwest region autism groups to find additional participants. Data from this study showed general education peers and staff lacked the skills and knowledge to be able to adequately include students with autism into general education programs and outside agencies were important to student success. Recommendations included providing a one-page individualized education program document, providing professional development for staff, ensuring the inclusion of students with autism in the general education setting in a manner that fosters belonging, and to ensure transition services between high school and beyond includes clear actions steps. [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.]