Stories in one form or another have been used for thousands of years to influence social behaviour. A social story is a short story created specifically for an individual with an autism spectrum disorder (ASD) and focuses on social skills (e.g. initiating conversations) that need to be developed for him or her or on helping the individual adjust to challenging situations (e.g. transition between activities). This qualitative study was conducted to investigate how teachers create social stories and to uncover their perspectives about the impact of these stories on students with ASDs. Teachers (n = 6) were interviewed to ascertain their understanding of social stories, and to identify the skills and resources they used as well as wished were available to them for developing stories relevant for their students. Findings from this study raise implications relevant for research, policy and practice not just in the field of autism but also in teacher education for inclusive settings.