Using a single-case multiple baseline (MBL) across behaviors design, the purpose of this study was to investigate the effects of the PEERS® for Young Adults manualized intervention on the acquisition of introductory conversational skills by five adults on the autism spectrum. Five participants attended the PEERS® group in a classroom at a rural state university campus. Visual analysis of level and trend as well as Non-overlap of All Pairs (NAP) and TAU-U measures of effect demonstrated that the PEERS® intervention were indicative of a strong effect on the participants' acquisition of conversational behaviors and general knowledge related to starting, entering, and exiting conversations. Implications for practitioners, higher education faculty, and adult service providers are discussed.