The article uses a case study to illustrate transdisciplinary perspectives on facilitating emergent literacy skills of Elsa, a primary grade student with autism. The study demonstrates how a professional learning community implemented motor, sensory, and speech/language components to generate a classroom model supporting emergent literacy skills. Assistive technology used included a speech-generating device, picture boards, an alternate keyboard, and a talking word processor. Elsa was 6 years old and had been diagnosed with autism. She used a multimodality communication system including verbalization, a speech-generating device, and a picture/text communication board. Elsa sought intense sensory input (oral, deep pressure), and had very low muscle tone; additionally motor-control challenges restricted her classroom participation. In structured settings, she could join dots to produce a vertical and a horizontal line. However, she could not independently participate in paper and pencil activities to produce recognizable results. A collaborative approach was used to facilitate this student's engagement in the typical curriculum; it utilized research-based information from the disciplines of regular education, special education, occupational therapy, and speech language pathology, with the intervention supports delivered in the regular education classroom. Apart from addressing specific performance components, occupational therapy worked to enhance the discipline-specific interventions provided by all team members to optimize Elsa's classroom functioning. Issues involved in interprofessional collaboration and the solutions adopted by the team are discussed.