Providing appropriate educational services to young children with autism may be one of the defining challenges of the 1990s and early 2000s for early childhood special education. The number of children with autism is increasing dramatically, the research literature is rich with evidence-based instructional strategies, and the Internet is even more full of information and advice of unknown quality. Parents and school district personnel, often working together but sometimes at odds, need to develop programs to meet the needs of these children. Project DATA (Development Appropriate Treatment for Autism) started as a federally funded model demonstration project for developing a school-based program for young children with autism that would be effective and acceptable to consumers (e. g., parents, school personnel). Project DATA consists of five components: a high-quality early childhood environment, extended instructional time, social and technical support for families, collaboration and cooperation across services, and transition support. In this article, we provide data demonstrating the effectiveness of this model and discuss the implications of this type of inclusive programming for young children with autism.