The education of children with disabilities in the regular educational environment has long been an expectation of legislation in many countries. Yet some children with autism spectrum disorder (ASD) are educated outside regular classes. Despite the obvious importance that educational placement holds for any child, there is limited research on how a child's characteristics are considered in placement. We focus on intellectual ability, adaptive behavior, and ASD severity because internationally these characteristics are expected to be considered when determining diagnosis and support needed. We sought to determine if these characteristics predict educational placement in samples from diagnostic clinics US [n = 82] and DK [n = 54]. In neither sample did borderline/high-average intellectual ability predict educational placement but in the US sample, several children had superior IQ and were mostly in the regular classroom. Only in DK did ASD severity predict educational placement. In neither sample did adaptive behavior predict educational placement, suggesting it was not considered in educational placement. Failure to do so may have implications for long-term outcome.