There is a growing call for evidence-based programs to support college students with autism spectrum disorder (ASD). To optimize success, student support programs should be participant driven and the perspectives of college students with ASD should be included in program designs. However, there are limited firsthand accounts from college students with ASD to guide program development and evaluate program success. This study sought to understand the lived experiences of seven college students with ASD. Although the participants varied in their college level and major, three major themes were consistently expressed. These included "shifting perspectives," "motivating factors," and "to socialize or not to socialize." The research draws upon self-determination theory to explain how participants understood their experiences and inform the development of programming to support students with ASD.