A milieu teaching sequence was used to train photograph exchange as a method of requesting to a 7-year-old boy with autism. A multiple baseline design across four items (ball, puzzle, books, bubbles) was used to identify a functional relation between requesting and the milieu teaching sequence. Although performance during intervention was variable, possibly as a result of external factors such as fatigue and irritability, treatment effects were observed in three of four items trained. Results of maintenance probes collected 5 weeks after the study concluded may indicate variations in item salience. Findings were interpreted to support milieu training for this participant. Clinical implications and study limitations are discussed. (Contains 1 table and 1 figure.)