Over the past few decades, more persons with disabilities, including students with Autism Spectrum Disorders, are enrolling and attending postsecondary education. With this increase, as students with ASD transition to postsecondary education, these students are faced with various challenges to this transition, specifically acquiring self-advocacy and conflict resolution skills and gaining an understanding of how their disability affects their learning. Recently, more attention has focused on critical predictors of post-school success in the area of postsecondary education (Rowe et al., 2014), such as self-advocacy skills, however, not all students are equipped with these skills in the transition to post-school situations. Self-advocacy has been identified as a predictor of post-school success in the area of postsecondary education (Rowe et al., 2014; Test, Fowler et al., 2009). Furthermore, previous literature in the area of self-advocacy indicate the need for more attention on the acquisition of self-advocacy skills focusing on requesting and negotiating academic accommodations with students with low-incidence disabilities, particularly students with ASD (Hendricks & Wehman, 2009; Pinder-Amaker, 2014; Roberts, 2010). The purpose of this study was to investigate the effects of the SACR training on ability to request and negotiate academic accommodations with high school students with Autism Spectrum Disorders. Findings showed a functional relation between the self-advocacy intervention and students’ ability to request and negotiate academic accommodations in a role-play setting. In addition, students were able to generalize most of the targeted behaviors to an in-vivo setting with two university instructors. Lastly, social validity data indicated the social significance of the independent variable on the dependent variables.