The number of school-aged children diagnosed with autism spectrum disorder (ASD) has been increasing over the past decades. As the students enter the education system, school districts and educators face challenges in meeting the academic needs of students with ASD. A 2014 report by the United States Centers for Disease Control and Prevention emphasized that although ASD varies significantly in severity, it occurs in all racial, ethnic, and socioeconomic groups, and is almost five times more common among boys than girls. Thus, contemporary education professionals in all schools are likely to work with students with ASD (CDC, 2014). Teachers in both, the general education and special education setting need to be trained in evidence-based practices, feel confident, and intend to use evidence-based practices when teaching students with ASD. Students with ASD have unique sensory and behavioral needs which must be considered and addressed during academic learning. This literature review examines three evidence-based practices based on student growth and ease of application in a school setting. The strategies examined are TEACCH, Applied Behavior Analysis, and Picture Exchange Communication Systems. The possibility of combining multiple components of strategies to use simultaneously is discussed. The lack of literature translating neurological, behavioral, and psychological-based research findings into educational practice is highlighted and discussed.