The purpose of this collection of multiple case studies was to examine teachers' perspectives and practices to determine whether instructional strategies implemented in their classrooms to promote literacy skills for students with autism spectrum disorders were described as research-based practices. Although extensive research has been conducted to address the increasing prevalence of autism, a gap in knowledge of effective literacy instruction regarding autism spectrum disorder continues to exist (Burns & Ysseldyke, 2009; Carnine, 1999; Cook, 2011; Hess, Morrier, Heflin, & Ivey, 2008; Kretlow & Blatz, 2011; Martinez & Hallahan, 2000; Williams & Coles, 2011). Based upon constructivism and multiple intelligence theory, the emphasis of this research investigation was to investigate teachers' perceptions and implementation of effective instructional strategies for educating students diagnosed with autism. Three general education teachers and two special education teachers from a southwest Texas elementary school participated in this qualitative multiple case study. Data collection included a questionnaire, classroom observation, semistructured interviews, and the researcher's reflexive journals. The constant comparative method was employed for single case and cross cases analysis so that an in depth analysis could be made for each teacher and the teachers as a group. In an attempt to close the research-to-practice gap, this study highlighted an array of selected research-based instructional strategies including literature-based instruction, visual cues, peer tutoring, modeling, social stories, self-monitoring, computer assisted instruction (CM), repeated reading, and activating a student's prior knowledge. The findings from this study revealed that teachers used research-based instructions for teaching students with autism spectrum disorders. The findings imply that teachers need to be effectively supported and prepared to teach students with autism, accompanied by careful planning for generalization and the development of independence. The findings also provide evidence to support the implementation of specific instructional strategies which may contribute to positive social change by increasing the body of knowledge. Possible directions for future research are provided to further explore instructional practices to best serve our students with autism spectrum disorders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]