students with High-functioning Autism Spectrum Disorder (HASD) in their transition process. These counselors are not as prepared to work with the unique transition path of HASD students in comparison to their typical peers. The purpose of this article is to build awareness and understanding of the struggles the HASD students face and provide the school counselors with strategies to assist these students in their transition beyond high school. Dipeolu, Storlie, and Johnson use a model of eleven
