IntroductionAutistic student enrolment in higher education (HE) has increased in recent years; however, a research gap remains regarding their experiences and challenges within music faculties (McCord, 2017). They often demonstrate strong musical abilities but encounter difficulties with executive functioning, communication, sensory processing, and self-regulation (Kuder et al., 2023). This dichotomy reflects unfulfilled learning needs, leading to higher withdrawal and greater demand for academic assistance. Educators often feel unprepared to meet these needs (Van Weelden & Whipple, 2013), while HE typically provides basic accommodations. This misalignment associated with unmet learning needs, withdrawal and limited instructor preparedness calls for a literature review to consolidate existing scholarship and guide research and practice.Background literatureUniversities commonly offer accommodations; however, standard provisions remain limited. Approaches benefiting autistic students have been identified but vary by institution. Faculty often report insufficient preparation to teach autistic students while studies reveal gaps in disability awareness and inclusive pedagogical training. Additionally, inclusive practice remains inconsistent across higher music education (HME). This lack of preparedness calls for targeted professional development and inclusive frameworks to equip faculty to create inclusive learning environments.Theoretical frameworkGuided by Zimmerman’s Self-Regulated Learning (SRL) model (Zimmerman, 2000, 2002), this review considers how its cyclical processes help autistic students manage academic demands and outcomes. Although SRL is well documented in education and among autistic learners, its use in HME remains limited.MethodologyThis literature review examines scholarship on autistic students in HE, particularly their experiences within music faculties. Because of limited music-specific literature, evidence from other HE domains was incorporated to inform and contextualise the analysis while maintaining a primary focus on music. Searches in PsycINFO, ERIC, ProQuest, and Google Scholar used keywords including “autism,” “autistic students,” “higher education,” “music education,” “self-regulation,” “accommodations,” and “neurodiversity.” Studies since 2000 on autistic students—journal articles, books, book chapters, theses, and conference papers— were included. Select K-12 sources were included when offering frameworks, pedagogical models, empirical evidence or contextual insights relevant to HME. Titles and abstracts were screened, followed by full-text review, and findings were synthesised narratively through thematic grouping.Key conclusionInstitutional support often focuses on basic accommodations, while students report the need for context-specific and individualized supports in music programs. Faculty preparation is inconsistent and requires commitment to inclusive practices. SRL offers a coherent framework for HE in planning, monitoring, and reflection; SRL-based interventions in other settings report benefits; however, evaluations in HME remain scarce.