Previous research has shown that conversational language predicts vocational independence and friendship development. This study investigated the efficacy of the Program for the Education and Enrichment of Relational Skills (PEERS®) for School-Based Professionals delivered via Zoom as a pre-employment transition service on the social competence of teens and young adults with autism spectrum disorder (ASD). The program was administered weekly by vocational rehabilitation counselors via telehealth. A Quasi-experimental pilot design using pre/post-test analysis was used because all students in the vocational rehabilitation case management telehealth group indicated a desire to participate in the PEERS® training, leaving none available to form a comparison group. Results indicate a decrease in the severity of ASD symptomatology regarding social communication and an increase in conversational skills associated with vocational independence. They were invited to and hosted more get-togethers with peers who shared their interests, a measure of future collegiality. Implications for individuals on the autism spectrum and employment transition service providers are discussed.