Autism spectrum disorder (ASD) is a highly individual neurological disorder that affects the brain's ability to process and interpret varying types of information. Despite intellectual potential on par with neurotypical peers, students with ASD struggle to learn in segregated classrooms that intensify autistic symptoms. The author suggests that teachers and typical peers who are in classes with students with ASD must be encouraged to see these students as individuals who are much more than a diagnosis. Students with autism spectrum disorder benefit when educators and peers look beyond the label and practice inclusion. Educators with little or no training in the disorder are concerned when traditional methods used to instruct neurotypical students and reinforce appropriate behavior fail to work for students diagnosed with autism. Dealing with the unknown can lead to discomfort and even fear, but learning more about these complex students and the strategies to support them can help them overcome their unique challenges.