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<i>Background</i>: The number of autistic individuals attending university and entering the workforce is growing, but there is a persistent employment gap. Higher education careers services offer students help to secure employment post-graduation. This research sought to identify barriers to and facilitators of success with regards to career advisors’ practice in helping autistic students prepare for job interviews and secure employment. <i>Methods</i>: A mixed-methods participatory research design incorporating surveys, co-creation workshops, and interviews with stakeholders was employed. <i>Results</i>: Quantitative results showed differences in what advisors and students/graduates viewed as the biggest barriers to employment, with students/graduates rating stress and professional qualifications significantly higher and advisors rating interacting with clients/customers significantly higher. Gender differences were also found. Qualitative results revealed the biggest barriers to be inflexible employers, interview stress, diagnostic disclosure, and confidence; facilitators included an individual focus, clear communication, strengths-based approach leading to self-insight, and mock interviews. <i>Conclusions</i>: Practices identified for better serving autistic students included discussing disclosure options, building confidence, reducing stress through a strengths-based approach, and mock interviews, following up to identify autism-friendly employers, focusing on the individual rather than the diagnosis, and communicating clearly with students/graduates.