Children with autism spectrum disorder (ASD) may have challenges with communication, changes in routine, and processing social information and communication that can affect their ability to learn and respond successfully to safety threats. When given behavioral skills training (BST), children with and without ASD have demonstrated gains in safety responding skills. Although the prevalence of ASD has risen, few studies exist on the acquisition of fire safety skills for children with ASD. This study built on current literature by utilizing a multiple probe design across participants to teach a precursor fire safety evacuation procedure using BST. Additionally, it evaluated if the behaviors gained generalize to another environment and maintain over time, as generalization and maintenance are critical for real-world application of the safety skills. The purpose of this study was to evaluate if an intervention using BST for teaching a precursor fire alarm evacuation procedure was effective for children with ASD in acquiring, maintaining, and generalizing the procedure. The study showed that the BST procedure for teaching precursor fire safety skills was effective for three of four participants. Only 50% of participants demonstrated generalization of skills learned to an alternate location and fire alarm sound, and 75% of participants maintained skills after 4 weeks. According to the What Works Clearinghouse (WWC) single-case design standards, the study met standards without reservations and demonstrated moderate evidence of a causal relation.