Objectives: The aim of this study is to examine the gap that exists between the federal mandate to educate children with disabilities or special needs in the least restrictive environment, and the practice of inclusion of students with autism spectrum disorder (ASD) into the general education classroom or interactions with general education students both academically and socially. Practices that are defined as inclusive best practices are often determined and defined by local administrators and educators without the perspective of students on the autism spectrum. Methods: Six American students with a formal diagnosis of differing levels of ASD with mixed exceptionalities, both male and female, participated in this phenomenological study. Personal interviews, documents, and artifacts were used to collect data. Once the data were collected, transcribed, coded, and analyzed, the results of findings were displayed in the study for future discussion on defining inclusion and barriers to inclusion from the perspective of those on the autism spectrum. Results: The students had mixed reviews about their classroom teachers, stating from year to year the teachers' understanding of autism and their treatment in the classroom was different, which was confusing. The students felt distant and experienced a lack of connection with the student body. All six American students felt that both teachers and peers lacked basic awareness and acceptance of autism. Conclusion: The students included in this study give practical suggestions of inclusive practices and describe harmful practices from their experience in the public school system. As researchers discuss best practices and outcomes, it is recommended that future research examine the experience and perspective of those on the autism spectrum.