Students with Autism Spectrum Disorders (ASD) have unique educational needs. The concrete representational abstract (CRA) instructional sequence has been shown effective in teaching students with mathematical difficulties. The purpose of this study was to examine the effects of the CRA sequence in teaching students with ASD. A multiple baseline across behavior design was used in assessing the effects of CRA to three elementary students with ASD over four weeks of instruction. A functional relation was demonstrated between CRA and three behaviors: addition with regrouping, subtraction with regrouping, and the multiplication facts zero through five. The results and implications are discussed further.