With the increase in the numbers of diagnosed children on the autism spectrum, schools are being challenged to provide proper educational services for these children. In Educating Children with Autism, the National Research Council (2002) recommended that educational programs for students with autism include three basic components. These are direct instruction of skills, behavior management using functional behavioral assessment and positive behavioral support, and instruction in natural settings. There are also a host of strategies and methods available today, and some of these include Applied Behavior Analysis (ABA), sensory integration, Picture Exchange Communication System (PECS), social stories and other cognitive behavioral interventions, auditory integration therapy (AIT), TEACCH methods (Treatment and Education of Autistic and related Communication handicapped CHildren), glutenand casein-free diets, and supplemental vitamin therapy (Heflin & Alaimo, 2007; Simpson & Myles, 2007). Many parents have identified a therapy, method, or program they have found to be effective for working with their child, however, have experienced the school as being unable or unwilling to provide this treatment. More and more parents of children on the autism spectrum have become frustrated with the school system and have been exploring homeschooling as an option. Ray (Home School Legal Defense Association, 2002) indicated that homeschooling may be the fastest-growing form of education today because of parents' frustration and other concerns. Schools typically have 20-30 children per general education classroom, which can be very over-stimulating for a child with autism, and general education teachers may be struggling with teaching all of the children in the classroom. Unfortunately, many teachers have not received training in working with children on the autism spectrum (Simpson, 2004) and are ill-prepared to have them in their classrooms.