College may be considered a gateway to success, yet access to colleges that intentionally support degree-seeking students with autism is disproportionally accessible within the United States. Moreover, more information is needed about the existing programs and the leaders that oversee them. Given the dearth of qualitative exploratory studies that assess existing autism support programs and the direct perspectives of college leaders regarding disability policy and practice, this study examined the questions: As leaders, how do college administrators influence institutional practices, policies, and social support systems for students who are disabled, and in particular on the spectrum? What sociocultural factors do college administrators perceive as influencers to their leadership approach and decision-making with regard to the intersections of disability justice, diversity, and inclusion? Seven college administrators serving at public 4-year institutions with an enrollment total of 5,000 or more students and who offered a targeted degree-seeking ASD support program or service on their campus shared their lived experiences. Through a series of interview questions, college administrators responded to their views on disability justice, diversity, and inclusion, their motivations to serve students with ASD, their influence on program assessment and campus cultural practices, their thoughts about their institution's challenges and barriers, and their impetus for resource advocacy. A website review protocol that evaluated four key areas of analysis (Ease of Use, Representation, Inclusion, and Access) was also instituted to evaluate each participant's institution as well as their ASD program websites. The website review helped to align what was gleaned from the feedback participants shared in their interviews to what was observed from their respective program and institutional websites. Findings from this phenomenological study suggest that collaboration and partnership are significant factors of influence regarding policy and practice implications. Mentorship, education, and experience with disability are significant sociocultural factors perceived to be influencers to participants' leadership approach and decision-making with regard to the intersections of disability justice, diversity, and inclusion. However, inconsistencies suggest that there is more work to be done on account of college administrators and executive leadership with creating more inclusive environments for ASD 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.]