For this study, we collected classroom behavioral data for three children with autism relative to daily meteorological conditions. Meteorological data, including barometric pressure, humidity, outdoor temperature, and moon illumination, were obtained from the National Weather Service. Relationships between children's individual target behaviors and meteorological conditions were evaluated via scatterplots. Results revealed independence between children's behavior and meteorological conditions. Study results are discussed along with implications for professional practice. (Contains 2 figures and 1 table.)