Students with Asperger's syndrome (AS) are attending postsecondary schools at an increased rate as a result of earlier diagnosis and the support and related services received through legally mandated special education, often in the general education setting (Safran, 2002). Although awareness of Asperger's syndrome has increased within the primary and secondary levels of education (Murphy, 2005; Gerbe, 2007; Nicol, 2008; and Arechiga, 2009), postsecondary faculty awareness of Asperger's syndrome is unknown. Students with Asperger's syndrome possess three core areas of difficulty: social skills, communication and language skills, and obsessive, restricted or repetitive routines, interests or behaviors. Common co-morbid diagnosis, create extra challenge in the postsecondary setting where increased independence is required. Postsecondary disability support service departments are often unfamiliar with the unique characteristics and support needs of this population (Wolf, Brown & Bork, 2009). Faculty may be unfamiliar with the Asperger's syndrome population and the disability law impacting requested accommodations (Americans with Disability Act of 1990, 1990). The present investigation examined postsecondary faculty knowledge of Asperger's syndrome using the Knowledge of Asperger's scale (KASP: Murphy, 2005) and knowledge of disability law pertaining to academic accommodations via a link to an online survey with surveymonkey.com (Surveymonkey, 2010). The 30 faculty participants (17 female and 13 male) possessed more knowledge of civil rights laws compared to their knowledge of Asperger's syndrome. Eighty percent of participants obtained a score of 65% of less on the KASP indicating poor knowledge. Factors identified as most significant for faculty knowledge of Asperger's syndrome included amount literature read on the topic, number of trainings attended and the number of persons known personally with Asperger's syndrome. The implications of this study can be extended to primary and secondary levels of education involved with the Asperger's syndrome population and postsecondary faculty, administration and disability support service providers.