Teachers are often at a loss when considering how to address mathematics difficulties for students with high functioning autism/Asperger's syndrome (HFA/AS). Students may show difficulty remembering operations throughout an equation, organizing information on the page, and comprehending the language in instructions of word problems. These difficulties are, in fact, very similar to the mathematics impairments demonstrated by students with nonverbal learning disability (NLD), a right hemispheric neurological impairment which greatly affects the ability of students to succeed in mathematics. Because NLD and HFA share several prominent features, it appears that in the area of mathematics, students with both disorders would benefit from similar planning and accommodation strategies. This article presents recommendations that fit the overarching patterns of cognitive deficits and strengths for NLD and HFA/AS. The authors utilized a literature review to form a theoretical foundation for evidence-based instructional practices that would engage students with both NLD and HFA/AS, including Integrated Behavioral Experiential Teaching. The strategies presented in this article have taken into consideration learning differences and similarities of students with NLD and HFA to provide useful insight into instructional design, and both populations may benefit. (Contains 2 figures and 3 online resources.)