Introduction: Multiple factors can affect the university experiences of autistic people, such as their executive functions, their previous experiences in education, the use of masking (strategies to minimize the most common characteristics or manifestations of autism during social interactions), their mental health, among others. There is a lack of specific research on autistic university students in Latin America, so it is necessary to explore the local reality to respond more adequately to Law 21,545 and Sustainable Development Goal 4 of the United Nations. Objective: To describe the relationship between masking, executive function, mental health, and academic performance in autistic university students. Methods: A mixed method will be used, where participants (N= 80) answered questionnaires related to depressive and anxious symptoms, masking, and executive functions. Then, a subsample (N=20) participated in semi-structured interviews with questions related to the study variables. Results: A positive association was observed between the use of masking and anxiety and depressive symptoms and negatively impacted the university experience. On the other hand, higher executive functions were related to better university performance and better regulatory strategies that positively impacted their university experience and mental health. The students' narratives evidenced a lack of support from the educational institutions. Also, they reinforced the results obtained in quantitative analysis, showing crucial mental health problems and difficulties interacting with others and planning their academic work. Contribution to the profession: the results of this research contributed to the knowledge of occupational therapists that could be useful to the interventions with autistic students or to the design of institutional support from the academic community.