Autism experts and individuals with high-functioning autism contend that many individuals with autism spectrum disorders (ASDs) respond most favorably to information that is presented visually. Accordingly, strategies capitalizing on this visual preference have received significant recent attention in both ASD research and practitioner-related literature. This article provides a review of visually based strategies for organizing classrooms for children and youth with ASD. Classroom structuring methods, visual schedules, and visually based organizational strategies are described and discussed. For each of the above, a justification, a brief review of the research literature, implementation guidelines, recommendations for effective use, and suggested resources for practitioners are provided. Tables and figures that provide examples of methods are also provided. (Contains 3 figures and 2 tables.)