This qualitative research study explores autistic student sense of belonging in college using photovoice methodology. Belongingness is associated with feeling respected and important to others such as peers, faculty, and staff in the campus community (Strayhorn, 2019). Further, sense of belonging is a function of perceived support from peers, teachers, and family (Hoffman, et al., 2002-2003; Johnson et al., 2007; Strayhorn, 2008a). For neurodivergent college students, social relationships, self-advocacy, and mastery of student role foster sense of belonging (Vaccaro et al., 2015). Findings from this study confirm prior research that belongingness is found through trusted, supportive relationships and is associated with participation in campus activities and events which strengthens identity in their student role. This study expands the literature by giving autistic college students a new voice through an underutilized method, photovoice. This study finds that autistic college students' sense of belonging is greatly influenced by their sense of belonging in society especially as it pertains to events that have resulted in unbelonging. This study can inform policy and practice in higher education supporting the unique and diverse autistic college 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.]