This action qualitative study with a case research design investigated the impact of facilitated communication (FC) on the educational lives of high school students with autism spectrum disorders (ASD). The effect of FC on nonverbal students and schools' reactions to FC were also examined. The results from the four case studies indicate that FC has a positive relationship with students' regulation and anxiety, engagement, self-esteem, social relationship development, behavior, communication empowerment, sensory integration and motor planning, and educational experience and student achievement. Included in the research report are the implications for parents, educators, and nonverbal students with ASD and recommendations for future research. The findings suggest FC is a valid communication strategy. An action plan is also proposed. [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.]