Including students with autism spectrum disorders (ASD) in general education is a common practice today. However, there are relatively few mathematics interventions for students with ASD in secondary education. There is also a lack of literature exploring mathematics interventions that reflect grade-level academic requirements and are adapted for students with ASD. The purpose of this paper is to conduct a systematic quality review and summarize the characteristics of high-quality studies which implement mathematics interventions for students with ASD in secondary education. Suggestions have also been given for improving the quality of future studies in this field. Twenty-one studies are coded and evaluated according to Council for Exceptional Children (CEC) 2014 standards. Implications for future research and practice are discussed.