This article describes effective ways for elementary general music educators to serve their special education students with autism spectrum disorder in the self-contained music classroom. It includes educational, social, and scientific rationales for selecting musical repertoire to support the development of joint attention communication skills for students on the more profoundly affected end of the autism spectrum. Many song titles are included, along with ideas for encouraging and eliciting vocal responses from the students. Resources, including a bibliography of related books and websites for source materials, are also provided.