Aim: This study aims to hear the voices of autistic learners to investigate the meaning they made of their learning experiences during the lockdown period of school closures necessitated by the COVID-19 pandemic--particularly, what were the factors that contributed to positive engagement in remote digital learning, and were there any challenges? Method/Rationale: Three mainstream secondary schools in Scotland were asked to identify pupils who they perceived to have demonstrated increased engagement with learning via virtual means. Semi-structured interviews were conducted with seven pupils, ranging from S1-S3 (Years 8-10 in England and Wales) during lockdown, to ask about their experiences of learning at home. Findings: Thematic analysis identified six key themes--life at home, technology, working independently, curriculum, adult support and peer support--involving key elements that supported the young people's engagement. Although all the participants identified supportive elements, aspects of remote learning that presented challenge to engagement were also expressed. These emerged under the same themes. Limitations: The sample size was small and allowed exploration rather than generalisation. The research is based on pupil voice and not triangulated with additional quantitative or qualitative measures. Conclusions: The study explored autistic young people's experiences of learning during lockdown and found, consistent with prior literature, how tasks are mediated online and the nature of adult contact to support this, were key to supporting engagement in learning. Flexibility and control over a goal-directed timetable was also important. Reflections suggest planning implications for schools and educational psychologists, particularly as remote learning remains a key tenet for curricular delivery and development.