Including children with autism alongside typically developing peers is commonly done in school settings to provide social opportunities and social experiences. However, there is limited research describing the naturally occurring interactions between children with autism and their peers as a result of such placements. We examined the naturally occurring social interactions of 3 students with autism when placed in a playground setting with typically developing peers. Results show that participants rarely engaged in social behavior with peers during inclusive experiences and adult staff rarely facilitated social interactions between children with autism and typically developing peers. This study provides additional evidence that mere exposure to typically developing children is not the mechanism by which students with autism gain meaningful social experiences. Creating inclusive experiences that result in social interactions likely require additional, systematic interventions designed to facilitate those interactions. (Contains 2 tables.)