The purpose of this quantitative study was to examine the perceptions of special education teachers who apply Applied Behavioral Analysis interventions with high functioning students who are diagnosed with autism spectrum disorders. Participants in this research study were located in one central Georgia middle school that contains an autism program. All data were collected through an online survey distributed to 12 special education teachers, of whom all 12 responded. Three research questions were analyzed using descriptive statistics. Special education teachers who participated in this research indicated significant positive perceptions of Applied Behavioral Analysis interventions, specifically Discrete Trial Training, in producing desirable behavioral and academic outcomes for students with autism spectrum disorders who are considered to be high functioning. Significant negative perceptions were indicated for the presence training and support to assist implementation of Applied Behavioral Analysis interventions. Future examinations which include greater sample size are recommended as are qualitative, interview based examinations which seek to explore this same inqury. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]