Educators are charged with the task of providing specialized programming to meet individual needs while also ensuring this occurs in the least restrictive environment, with as much inclusion as possible. Research has demonstrated the importance of access to evidence-based practices (EBP) to ensuring positive outcomes on targeted skills for students with autism; however, it is less clear what evidence exists supporting the implementation of these EBPs in a variety of inclusive settings. Thus, the purpose of this literature review was to evaluate the quality and strength of evidence for the implementation of EBPs to improve targeted skills in a variety of inclusive settings for students with autism. The 79 studies that met the inclusion criteria and quality standards included 120 experiments that met the quality standards. The strength of effect varied with 33% demonstrating non-effects, of which 77% demonstrated moderate to strong effects. EBPs have most frequently been evaluated in inclusive whole group settings and less frequently in small group settings. Females, secondary-age participants, and participants with high support needs are rarely included. Social communication is targeted most frequently, whereas academic skills are rarely targeted for improvement in the inclusive literature. Implications for practice and direction for future research are discussed.