Youth with disabilities are less likely to enroll and complete postsecondary education due to their developmental disabilities as a hurdle when compared to their nondisabled peers. It was important to understand the transition experiences to eradicate or at least make efforts to minimize the issues faced by such populations in the college. This study was done by using a qualitative, cross-case research design. The study was done to investigate the high school to college transition experiences of young adults diagnosed with Asperger syndrome abbreviated as AS.

Data sources included a family questionnaire, review of special education records, and multiple individual interviews of 27 young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings.

The study concluded through its findings that across all the cases that were included in the study there were 5 reoccurring themes seemed to influence the transition from high school to postsecondary education: motivation to attend college, high levels of disability awareness, intentional family supports, coordinated transition planning, and clear postschool goals.