An increasing number of students with ASD receive special education services within secondary general education settings (Snyder, de Brey, & Dillow, 2018). Given that secondary teachers instruct multiple classes throughout the day, it is becoming more likely that general educators will have students with ASD in their classes and be responsible for meeting the instructional needs of these students with varying abilities. Variations in secondary class structures across classrooms and large student-to-teacher ratios make it difficult for students with ASD to transition and understand exactly what is expected from different teachers in different class periods. Described in this article is one approach to support students with ASD in general education classrooms, peer-mediated instruction and intervention (PMII). PMII is an evidence-based practice in which peers serve to support both the academic achievement and social-skill development of students with specific learning needs, including students with ASD (National Autism Center [NAC], 2015; Wong et al., 2015). PMII involves the recruitment and training of peers without disabilities to model and reinforce academic and social behaviors in the classroom. PMII structures are an effective method in promoting student understanding of class routine. By incorporating the use of a visual activity schedule, secondary classroom teachers will be able to more effectively communicate classroom assignments while providing PMII groups with a vehicle that supports on-task behavior and helps to enable consequent classroom assignment completion throughout the school day.