We hold this truth to be self-evident: Students on the autism spectrum need support with life literacy before they can reach for content literacy. This article provides educators with an understanding of the interplay between life and content literacy in the classroom, as well as strategies to maximize success for these diverse learners. Students on the spectrum arrive in the classroom with pervasive challenges related to emotional and sensory regulation, socialization, and engagement. These "life literacies" are crucial building blocks for basic functioning and are necessary benchmarks on the path toward curricular learning. Only once we have alleviated anxiety, regulated regulation, soothed the senses, supported socialization, and enhanced engagement can we explore new avenues for pursuing content assimilation and, ultimately, our collective goal of literacy and independence for all.