Play is a "critical" intervention goal for children with autism in inclusive settings because it sets the occasion for social interactions and communication with peers, caregivers, and teachers, and provides an authentic context for embedding instruction. Furthermore, several research studies have found "pretend" play to be a predictor of social and language skills, particularly for young children with autism. By teaching children with autism to engage in pretend play, teachers are providing opportunities for learning and independence within natural, social settings. Also, because it is flexible and child directed, play provides opportunities for embedding child-focused instruction within and across meaningful activities in natural settings with typical peers. In this article the authors aim to define pretend play (based on recent reviews of the literature; Barton, 2010; Barton & Wolery, 2008) and provide strategies for promoting the independent pretend play skills of children with autism in inclusive classrooms. (Contains 1 figure and 3 tables.)