An important goal for all students is the ability to function independently throughout the school day--moving from one location to the next, organizing required materials, completing necessary tasks, and applying skills learned in one setting to other settings when appropriate. Although this goal is a priority for all students, it is even more important for students with autism spectrum disorders (ASD), as independence is the key to successful community inclusion and future employment. The development of independent skills is an essential curricular goal for students with ASD; it is also essential that staff who support students with ASD understand the complex skills required for independent performance. In addition, it is helpful to understand what challenges students with ASD may face when developing and demonstrating the skills necessary to complete an activity on their own. This article discusses work system, an element of structured teaching designed to promote understanding and clarity for individuals with ASD. Work systems rely on predictability and clarity to promote understanding of the environment and expectations, and offer a tool for assisting students with ASD in focusing on important details, maintaining attention to tasks, and generalizing skills learned in one setting to new environments. The goal of a work system is to organize tasks and activities in ways that are comprehensible to students with ASD. By using structured work systems, educators address the unique learning styles and challenges experienced by these students. Such systems provide concrete and meaningful information--increasing engagement and independence, decreasing anxiety, and ultimately helping students experience more success across settings. Steps for implementing work systems are described. (Contains 5 figures.)