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The transition to university can be challenging. However, the transitionto university might be especially challenging for autistic students due to changes in routines, environments, and expectations. Support during this period is important for wellbeing and academic success, yet autistic students report facing barriers when accessing adequate support. While disability support staff play a vital role, their perspectives regarding effective transition support have been overlooked. We conducted semi-structured interviews with 11 disability support staff from seven UK universities to examine:(1) the support they offer autistic students during the transition to university and (2) their recommendations for improving support. We analyzed data using qualitative content analysis and reflexive thematic analysis. Staff described the transition to university as an ongoing process, rather than an event in time. They also highlighted that the transition to university transition is complex, involving simultaneous changes across various life domains. Relatedly, they reported offering diverse academic (eg in-class support) and non-academic (eg social groups) transition supports. Nonetheless, they acknowledged barriers in providing comprehensive support, including lacking resources and relying on students to self-advocate their needs. Staff provided key recommendations for improving support, including the need for early skills preparation and sustained support throughout university, effective communication between stakeholders, and accessible, inclusive university cultures. While disability support staff demonstrate dedication …