This study aimed to identify students self-reported growth after participating in a Social Skills Group program and explore what factors of the program students perceived as having the greatest and least impact on their social skills knowledge. As prevalence rates for ASD continue to rise, the Autism Tsunami of college students will soon be falling off the service cliff, and young adults with ASD will continue pouring into our colleges and universities. As set out by Disability Studies Education and a disability justice lens, effective programming and evaluation includes addressing deficit thinking that describes individuals with ASD as victims of their disability. This study explored the experiences of students with autism and hopes to develop or create programs based on their self-reported changes in social skills knowledge, observations of group participation, and their responses during a focus group interview. Findings of this study suggested that case study participants felt that their participation had a positive impact on the social skills knowledge and social responsiveness. Participants self-reported that the program improved social confidence and increased social awareness. Implications, limitations, and recommendations 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.]