The aim of this study was to delve into the barriers to learning experienced by 2e students with autism through in-depth interviews with seven 2e students and four professors from a northeastern university. All participants were in a specialized program for 2e students with autism and took classes with the general student population. Results showed that the 2e students in this study struggled with fast-paced learning and understanding abstract reasoning. They noted that they did not share their challenges in the classroom with their peers or instructors for fear of revealing their disability to others who were unaware of it. Findings also highlighted various ways in which 2e learners can be supported to ensure their retention in higher education. Providing relevant resources, creating study groups, and having a career center within the institution were some of the solutions provided by the students. They also noted that they need assistance from their professors and that both their peers and their professors should be sensitive to their unique challenges. Professors perceived essential solutions to include promoting the teacher-student relationship, understanding 2e challenges, sharing responsibilities, parental involvement, and developing appropriate policies to support 2e students. Implications for serving this population at the post-secondary level are discussed. [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.]