As autistic young adults increasingly enter into higher education, many are faced with difficult social adjustment (e.g., making friends, acquiring social support) in college (McLeod et al. McLeod et al., Journal of Autism and Developmental Disorders 49:2320–2336, 2019). Understanding peer acceptance of autistic college students is critical for community growth toward an equitable education experience. Predictors of autism acceptance, such as knowledge of autism, quantity and quality of experience with autism, and family relationships were explored. Acceptance of autism was assessed with a standardized vignette describing behavior of a hypothetical peer on campus, with no disclosure of a diagnosis (Nevill & White (Nevill and White, Journal of Autism and Developmental Disorders 41:1619–1628, 2011). Following the reading, participants made ratings on statements regarding willingness to engage and interact with the hypothetical case. Results revealed a positive correlation between raters’ quality of past experience with autism and their acceptance of a hypothetical autistic peer. Knowledge and quantity of experience did not predict acceptance. Having an autistic family member was also not associated with higher acceptance, however, the closeness of relationships with diagnosed family members was positively correlated with acceptance. These findings promote the idea that increasing acceptance of autistic college students could be facilitated through high quality social experiences with autistic individuals.