Research on Academic Self-Regulation (ASR) of students with ASD has shown that their inability to regulate is associated with a general functional and developmental dysregulation. The purpose of this study is to evaluate the behavioral and general adjustment of students with ASD, specifically in responding to the academic requirements of a typical class. ASR was assessed through quantitative research design. The sample of the research consisted of 200 Special Educators who work with students with ASD on a regular basis during the last three years. They were given the ASR Questionnaire. The results showed statistically significant positive correlations between all subscales of Academic Self-Regulation (External Regulation, Introjected Regulation, Identified Regulation and Intrinsic Motivation). Principal Components Analysis (PCA) was used to examine the interrelationship among the various parameters of ASR in students with ASD. PCA showed that 17 components can explain an adequately percent of the model's variance for their ASR skills. Results are discussed for their educational placement.