The purpose of this phenomenological study is to explore the strategies and interventions that teachers use to support and engage students with Autism in the self-contained classroom. At this stage of the research, support and engagement of Autistic students will be generally defined as the ability to maintain Autistic students' attention, curiosity, and interest to preserve safety in the classroom and to avoid student escape or elopement. The central research question is focused on the lived experiences of teachers who support and engage students with Autism in a self-contained classroom. The theory behind this study is Skinner's Theory of Learning. This theory explains that first, the child is exposed to a stimulus, which then elicits a response. That response is then reinforced, and this is what conditions the behavior. A qualitative method is most appropriate for this study because it is personal and gives the participants a voice. Data will be collected through teacher interviews, a focus group, and document analysis to explore teachers' perspectives on the most effective interventions to support and engage students with Autism and which strategies will assist in avoiding elopement. In a public elementary school self-contained autism classroom, ten teachers will provide these interventions for students. [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.]