The purpose of this qualitative, phenomenological study is to explore and understand (1) which accommodations are perceived as helpful in supporting students with Autism Spectrum Disorder (ASD) at institutions of higher education, as reported by both the students and Student Accessibility Services Office staff; and (2) the challenges Student Accessibility Staff encounter when implementing and sustaining accommodations for students with ASD at these institutions. This study will analyze two distinct and interconnected viewpoints—(1) students with ASD, who experience the accommodations personally, and (2) Student Accessibility Staff, who coordinate those supports across the institutions. By comparing their perspectives, the research will identify recurring barriers, effective best practices, and implementation challenges. The objective is to produce a template-style “menu” of evidence-based accommodations and support strategies that institutions can adopt as a standard framework for consistently serving students with ASD.