Objective: The purpose of this pilot study was to determine the effects of alternate seating on increasing the attention and in-seat behaviors of preschoolers with autism. Method: This study used a single subject, A-B-A-B design across a convenience sample of four preschoolers with ASD. During baseline phases (A), participants used the floor; during intervention phases (B), participants used alternate seating (T-stool or cube chair). The study took place over a four-week period, with each phase lasting one week. Results: Analysis of means and standard deviations illustrated that for two participants there was an increase in the duration of attention during both intervention phases. Data indicated no consistent changes in averages for duration of in-seat behavior. Furthermore, visual analysis with the two-band standard deviation method found no evidence of effect for attention and only one small effect for in-seat behavior for one participant. Conclusion: The use of alternate seating did not result in significant differences related to attention and in-seat behavior of young children with ASD. Results indicate a need for further research in this area.