A disproportionate number of students with autism spectrum disorder (ASD) are below grade level in reading. This trend may be due in part to characteristics of the disability, but it may also reflect lack of access to the instructional conditions needed for success in beginning reading. In this study, we surveyed special education teachers to investigate the conditions of reading instruction for K-3 students with ASD. Consistent with recommendations regarding beginning reading, teachers (n = 66) indicated that the vast majority of students with ASD (n = 226) participated in daily reading instruction and received more comprehensive instruction than the sight word approach that has been used in the past. Findings of concern included frequency of use of paraprofessionals to provide primary instruction, teachers' relatively low self-efficacy for teaching reading to students with ASD, and provision of less than the recommended instructional time for K-3 reading.