Increasing numbers of students with autism spectrum disorder (ASD) enroll in post-secondary education every year, creating an urgent need to develop, evaluate and implement programs and supports to assist such students in achieving successful outcomes (e.g., graduation, employment). Many college students with ASD possess the requisite cognitive and academic abilities for success in college courses, yet ASD-associated challenges in executive functioning or social communication often prevent positive outcomes. Peer mentoring, in which college students with ASD meet regularly with trained typically developing peer volunteers, represents an understudied intervention with strong potential for success on a college campus. The current study seeks to implement and evaluate a peer mentoring program on a large college campus in Atlanta. Students with ASD (N=30) will be randomly assigned to a 12-week peer mentoring intervention condition or to a “services as usual” condition; relevant outcomes will include grade point average, retention, social interaction skills, and adaptive behavior skills. Further, it is expected that peer mentors will demonstrate increased knowledge and positive attitudes towards peers with ASD over a 12- week period. Results will elucidate practical strategies, and identify areas requiring further development, for implementing peer mentoring on many college campuses, thus complementing existing campus resources and supports for students with ASD.