"Bella is a 5-year-old girl with autism who attends a reverse inclusive preschool class. She primarily uses gestures and a communication binder to communicate with others. In addition, she is not toilet trained even though her teachers and her parents have tried numerous attempts over a 3-year period to train her. Bella also has gastrointestinal problems that make toilet training even more difficult. Recently, Bella's mom was in her preschool class as a volunteer. Her mom was standing by Bella when a few students approached them and said to her mom, "Why does Bella go potty in her pants? She's too big to go potty in her pants. I don't want to play with her when she smells." The students then walked away. Bella's mom was crushed. She realized that peer acceptance is an integral part of helping her daughter's social and communication deficits, and that this was going to become an even bigger problem as Bella gets older. It was in that moment that Bella's mom realized that she needs a plan, a portable potty plan (PPP)." This article presents a series of six instructional steps for teachers to implement in the design and use of a PPP for a student with autism. To illustrate what implementation might look like, immediately following each instructional step is a corresponding part of the case example, Bella. Last, Bella's immediate and long-term outcomes are described. (Contains 2 tables and 4 figures.)