Autism, a lifelong neurological disorder that affects the functioning of the brain, occurs in about one out of every thousand individuals. This disorder can occur at or before birth and the symptoms are usually manifested during the first 3 to 5 years of life. Males are four times as likely to have the disorder, but it affects females more severely (Bryson, 1996; Rapin, 1997). Twenty-five percent of the individuals with mental handicaps have autism (Bryson 2002). Kanner (1943) originally thought that children with autism were only high functioning. Researchers have found that between 67% and 88% of children with autism have an IQ of 70 or less (American Psychiatric Association, 2000; Gilberg & Coleman, 1992; Gillingham, 1995). Two thirds of these children have no speech, and 50% have behavioral, psychiatric, or medical problems (Bryson, 1996). The causes such as blindness, genetic makeup, or environment that result in autism in some children who are blind have not been resolved. It is clear, however, that these children have unique learning styles. By combining and adapting what is known about teaching children with each of these disabilities, an early intervention program can be created that may help children who are both blind and have autism to reach their optimal potential. This article offers some suggestions on how to teach children who are blind and have autism.