In recent years, there has been a rise in the number of students with high functioning autism (HFA) enrolled in general education classes. Many of these students struggle with academic and social-behavioral expectations in school, and minimal research is available to educators related to meeting the needs of such students in secondary educational settings. Educators must identify effective, evidence-based strategies to help adolescent students with HFA meet academic and social goals. This review represents a comprehensive search of the literature in which 23 studies, published in peer-reviewed journals from 1985 to 2015, examined social-behavioral and academic aspects of students with HFA in regular education classrooms. Results indicated that several interventions were used successfully to change the behavior of students with HFA in general education. Implications drawn from the research and quality of the studies are provided.