“Increasingly, parents and professionals are looking to inclusive settings to provide social interactions and opportunities for children with autism that might otherwise be lacking in a self-contained setting” (Boutot, Bryant, 2005). However, most general education high school teachers have limited experience and knowledge regarding autism, and the purpose of this study was to determine how to accommodate and modify curriculum to address the needs of students with autism. Data was collected in two phases: the first phase took place during student teaching and was comprised of observational journals from my experience; the second phase consisted of three interviews with special education teachers, and one guidance counselor. From the data analysis, six best practice themes became evident. The themes address the research questions and are as follows: the meaning of inclusion, benefits for students, the role of paraprofessionals and co-teachers, classroom modifications and accommodations, implementing inclusion and advice for novice teachers.