There currently exists limited published literature on methods for teaching complex verbal operants to individuals with autism. The purpose of the current study was to evaluate the effectiveness of the PEAK – E curriculum in teaching receptive metonymical tacts using stimulus equivalence training procedures to children with autism. The procedures described in the PEAK – E program 10P – Equivalence: Metonymical Tacts were replicated across three children diagnosed with autism using a multiple baseline experimental design. The results of the suggest that the procedures were effective in teaching receptive metonymical tacts, with all three participants achieving mastery criteria. The results support and extend on previous studies by providing an empirical demonstration of effective procedures to teach receptive metonymical tacts to children with autism. The current study adds to progress behavior analysis in the direction of a behavior analytic understanding of complex verbal behavior.