Emerging adults with autism encounter a series of complex systems with different protections under existing legal frameworks. As this occurs, the responsibility for advocating for their rights and needs transfers from educators and families to students themselves. The demands present in higher education settings increase exponentially as students age. The critical skills for success in adult life are not explicitly taught in prior environments, which presents challenges to students with autism transitioning to postsecondary life. In this theoretical review, we examined these transitions from a lens of ecological systems theory, noting how each student has changes in their microsystem. While there may be many possibilities to move from high school to employment, we focus on students who will attend college as part of their postsecondary pathway. We provide research-backed recommendations for three pivotal transition periods: leaving high school to begin higher education, the process of earning a degree, and moving from university to employment. Each stage requires unique skill sets, key support systems, and action steps. Considerations specific to these three phases are reviewed, with a focus on the balance of strengths, needs, and strategies necessary for success. We also include recommendations for increasing independence for autistic students, steps for learning how to leverage currently available resources, and clarification of legal and ethical considerations. Implications and strategies for practitioners, students, and their families are highlighted in this review.