Recent high school graduates enter a period of postsecondary transition where they are expected to obtain employment, enter college, or enroll in a training program. Postsecondary outcomes for individuals with autism spectrum disorder (ASD) are notably lower than their neurotypical peers. Forty-two percent of students with ASD present with normal to above-average intelligence (Maenner et. al, 2020). It might be expected that students with high functioning autism spectrum disorder (HFASD) experience increased success in obtaining postsecondary employment and education opportunities; however, evidence points to the contrary (Taylor & Seltzer, 2011). This study utilized Q-methodology and descriptive statistics to explore the perspectives of students with HFASD to determine external and internal assets that influence their transition. It was determined that workplace supports were slightly more influential than other types of supports. Future implications include research to examine the interconnectedness of external supports identified to promote replication of circumstances that lead to employment. [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.]