The purpose of the study was to explore teachers’ experiences of teaching learners diagnosed with autism. In particular, information was obtained regarding the assets that learners with ASD have and how these assets can be utilised within classrooms. Teachers also gave insight about the challenges that they encounter while teaching learners with ASD. Current classroom practices were investigated and information obtained about the type of support that teachers provide to learners with ASD. This was done in an attempt to provide guidelines on how to improve classroom practices within various educational settings to best support learners with ASD. Furthermore, I explored whether learners with ASD can be included within mainstream or remedial schools and what assistance they will need if they can be accommodated within these school environments. A case study design was utilized. A total of six participants participated in the study. Data was collected by means of a focus group interview as well as one-on-one interviews. Two research sites were used and the information obtained from these sites was used to establish similarities and differences between teachers’ experiences in the respective school environments. The findings of the studies indicate that teacher training programmes need to be revisited in order to achieve the ideal of authentic inclusive school environments. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted