This study aims to explore some special education teachers’ experiences regarding the use of communication strategies in the subject of English in English medium schools with children with autism. The study is based on the teachers’ own reported lived experiences. The data were collected through semi-structured interviews. Four special education teachers who have worked for minimum two years with autistic children participated in the study which addresses the following questions: What communication strategies are used by special education teachers to effectively assist children with autism in their English learning process? What challenges arise when working with communication strategies with autistic children? What are the most important things to consider when working with autistic children’s English language use? The results have shown that the communication strategies used to effectively assist children with autism in their English learning process depend entirely on the child, their prior knowledge and interests. However, it has been possible to conclude that visual support is a resource of great importance for children with autism to succeed in expressing their communicative intentions.