Special education professionals and teachers of students with autism face many behavioral and instructional challenges. In addition to teaching content to a demanding population, teachers are often faced with particular circumscribed and special interests that often take up time and divert attention from the students. It is an educators job to assess students, identify their areas of need, and change the way they think about their circumscribed interests (CI) by viewing it as a positive potential for instruction. The strategies described in this article capitalize in students' authentic interests and strengths to validate their passions while also increasing motivation and access to the curriculum. Although utilizing these interests and incorporating them into lessons requires effort and planning, teachers who appropriately combine evidence-based instructional strategies with the preferred objects and interests of students make the classroom a well-run and engaging environment. The purpose of this article is to identify specific steps special and general education professionals can take to utilize CIs to increase desirable behaviors and academic engagement in their classroom.