When teaching individuals with autism it is important to pay particular attention to fitness and movement as these individuals are less likely than typical children to achieve the recommended level physical activity. Common characteristics of autism spectrum disorder can include deficits in communication and social behavior, which may limit opportunities for these individuals to enter into the play situations with peers where Moderate to Vigorous Physical Activity (MVPA) is reached. In addition to health benefits, participation in physical activity by individuals with autism has led to a reduction of stereotypical behaviors, an increase in appropriate responding, and an increase in the potential for social interaction. To help reach these fitness goals, the purpose of this article is to describe a six-step plan for physical educators who teach an individual with autism. The six-step process includes task selection, layout design, pre-test of individual skill and fitness level, individualization, implementation, and evaluation for change. (Contains 2 figures.)