The purpose of this paper is to examine a strength-based reading instruction method for individuals severely affected by autism who do not respond well to typical literacy instruction methods, called the Oelwein Method (OM). Due to the unique learning profile of strengths and weaknesses in individuals with severe autism, they often do not respond well to typical literacy instruction models. This paper examines the unique learning profile of individuals with autism and why the OM is an effective literacy instruction model for this population of learners. Phonics-based and sight word-based approaches are compared, with a focus on the effectiveness of these approaches for individuals with autism. The materials and instructional process of the OM are explained, including empirical evidence that supports the different instructional components used in the OM. The Ontario Ministry of Education’s policies are reviewed, along with how the OM satisfies these policies. Methods to improve the OM are explored as well as directions for future research that would need to occur before widespread implementation could take place.