This systematic case study utilized a repeated acquisition design to investigate the impact of a caregiver-implemented RECALL (Reading to Engage Children with Autism in Language and Learning) on the correct, unprompted responses of a young child with autism spectrum disorder (ASD). RECALL is an adapted shared reading intervention that includes a least to most prompting hierarchy, visual supports, and additional instructional supports known to enhance the learning of children with ASD. Following training, the caregiver implemented RECALL with her child for 6 weeks, and results showed that the child improved his correct, spontaneous responding, and that the caregiver was able to implement RECALL with integrity. Positive maintenance and social validity data are also reported.