The number of students diagnosed with autism is increasing. In Sweden, it is today possible to find both special classes and special schools dedicated to students with autism. This study explores the meaning that the diagnosis assumes in two special educational contexts. Data were collected from interviews with 23 students and questionnaires filled out by 18 education professionals and 22 caregivers. Data were analysed using the Methodology for the Analysis of Computerised Text Data (MADIT). The results are discussed in relation to a) implications for the educational agenda and b) processes that create diversity versus processes that create difference. Some of the main results suggest that participants are using the diagnosis to move towards diversity. Other results indicate that the diagnosis could create unnecessary limitations regarding what the students could become.