Despite the transition requirements of Individuals with Disabilities Education Act (IDEA) and a growing body of research in support of effective transition planning for learners with an autism spectrum disorder (ASD), many adults on the spectrum remain without employment in large numbers. Even for those generally regarded as most capable, they often live lives of isolation, dependence, and with few opportunities to improve their quality of life. This outcome, however, should be seen more as system failure and evidence of the fact that there is a "disconnect" between what research indicates is possible for adult learners with ASD and the outcomes most commonly realized. As such, there is critical need to revisit the ways in which such learners are prepared for adult life beyond the classroom, in the community, and on the job. Some considerations toward that end should include, but not be limited to: (1) considering all learners to be "employment ready"; (2) viewing first jobs as learning experiences; (3) promoting creativity in job development; (4) providing co-worker training; and (5) developing active ties with the local business community. It is both possible and desirable for adults with ASD to be gainfully employed and to live a life of quality. The task ahead then is to take this possibility and translate it into a certainty...sometimes one person at a time.