Asperger Syndrome (AS) is labeled as high-functioning autism, was named in honor of the Austrian psychiatrist and pediatrician H. Asperger who published his essay ‘Autistic psychopathy in childhood’ in 1944. Actually, the issue related to education for students with AS in Germany gained increasing attention in the last decades. Especially after the “Conference of the Ministers of Education and Cultural Affairs” held in 2000, a federal harmonization agreement on special needs education was achieved. Since then each German federal state started introducing regulation regarding the schooling of children with special needs within the mainstream education facilities. This paper is a field study exploring students with AS in campus. It started with the recount of two Germans who narrated their personal growth histories demonstrating their sufferings, problems and efforts for problem solving. Besides the importance of the support from parents, teachers and peers, their recollection also sketch out the prominence to the roles of the “accompanist” who might be expected to provide spontaneous assistance for students with AS on campus. Through this study, we anticipate, parents in Taiwan could reevaluate if they should feel duty-bound to urging their children to enter an “elite school” without taking their aptitude or personality traits into consideration. The proposal is to break the group-thinking of “elite schools” as implicated in this article. Moreover, we suggest education authorities in Taiwan to undertake a concrete course of action to regulating professional support for students with Asperger Syndrome in mainstream schools.