This paper explores the connections a young man with autism spectrum (AS) made using cyborg imagery having attended school in Nova Scotia, Canada. Cyborg is applied as a conceptual approach to explore the young man's connections to human and nonhuman elements. We also make use of rhizomes as a methodological framework to support the exploration of the young man's multiplicity of experiences with cyborg configurations. Data are drawn from a semi-structured interview with the young man where he demonstrated his capacity to employ cyborg imagery as a means to rearticulate his social identity when experiencing school on the periphery. A diffractive reading of the data produced alternative understandings outside contemporary thought on his schooling experiences. Findings challenge educators in applying cyborg to cut across static social categories and theorize new social knowledge on the experiences of students with AS.