This session translates findings from a national, longitudinal project examining autistic undergraduates’ perspectives on friendship and belonging. Grounded in a disability belonging framework that emphasizes social relationships and self advocacy, we highlight how autistic students describe building connections in ways that may not match conventional campus expectations, but still foster genuine community. Three student-defined pathways to friendship and belonging will be discussed, including engaging in autistic spaces, practicing autistic authenticity (including the opportunities and risks of unmasking), and bonding over shared interests.