Developing literacy skills can liberate students with Autism Spectrum Disorder (ASD) to engage with the world, connect with others, and communicate their experiences and their insights. It also allows individuals with ASD, regardless of the severity of their disability, to be included in literacy learning opportunities with their peers. With the increase in the number of students identified on the autism spectrum, it has become essential to understand the nature of schooling experiences that provide these students access, the fullest access possible, to learning activities and experiences that develop their literacy. Using workshop observations of teacher candidates along with analyses of documents and reflections produced by the teacher candidates over the course of three semesters, this qualitative study examined how teacher candidate perspectives and sense of preparedness was impacted when they were provided instruction and opportunities to explore ASD and literacy using a more inclusive framework for literacy with a focus on developing local understanding. The analysis concluded that post instruction teacher candidates had a broader, more inclusive understanding of the potential of students with ASD in developing literacy skills.