Every year, more autistic students apply for and attend higher education in the United States. With increased numbers of autistic students indicating a goal of higher education in their future, this number is likely to increase. Many colleges and universities have recognized this likely increase and have implemented programs tailored to autistic higher education students, often at an extra cost to the families supporting the students. In this descriptive phenomenological study, professors were asked about their lived experiences teaching autistic higher education students. Interviews were used to gather information from the participants and an inductive data analysis was performed which described each participant's lived experiences through the conceptual lenses of Maslow's (1943) theory of human motivation and Noddings' (2005, 2012, 2013) care in the classroom. The participants were not from any of the institutes that charge for services tailored to autistic higher education students; rather, they each had students self-disclose to them at some point in their career. Although none of the participants had specific training for providing instruction to autistic higher education students, each reported that they care for and respect students. These findings open the door to more research on teaching self-disclosure prior to higher education compared to the value of fee-based services for autistic students. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]