Background: This co-produced study explores the experiences of autistic students regarding their transition to and enrollment at an Irish Higher Education Institution (HEI). Autistic students’ experiences of belonging, acceptance, and support were explored, and the study was collaboratively conducted by autistic and non-autistic researchers at all stages of the research. Methods: A sample of autistic student participants (n = 14) took part in either flexible semi-structured interviews (n = 12) or text-based responses to the interview framework (n = 2). Interviews were conducted flexibly in accordance with participant preferences and communication needs. Data were analyzed using reflexive thematic analysis. Results: The findings of this study reveal diverse experiences across the participants in higher education, emphasizing the need for inclusive approaches recognizing autistic neurology and differences to support belonging and acceptance in university. The transition experiences for some participants were challenging, with a lack of personalized and flexible support leading to anxiety and a lack of predictability. Participants also identified barriers while navigating college life, including hostile learning environments, a lack of understanding regarding autistic neurology among university staff and peers, inconsistent and inflexible pedagogical approaches used by academic staff, and stringent requirements to access disability support services. These barriers often led to students being unable to access support or choosing not to disclose their autistic status. Participants also found socializing and developing relationships with non-autistic peers challenging but reported that autistic student community groups, such as the Neurodivergent Society, were a very positive factor in supporting well-being, social acceptance, and a sense of belonging. Other supports were specialist support staff, such as the autism-friendly coordinator and occupational therapist at student services. Discussion: The study highlights the importance of early guidance, systemic integration, and increased awareness among university staff. It underscores the role of structural support systems, such as specialist disability access routes into university and specialist support staff, in easing transitions and supporting predictability and acceptance.