The number of children diagnosed with autism has continued to rise since 2000 at startling rates, leading to an increased need for schools to discover innovative ways to meet the unique learning needs of these students. Technology has proven to be adaptable and successful in teaching social skills to children with autism. Assistive technology and the continuing development of online platforms offer unique opportunities for children with special needs to access the general education curriculum. This combined with the increased usage of social media among school-aged children make it a potential tool for learning. Understanding how social media can be used as a learning tool for Autism Spectrum Disorder (ASD) students is crucial in order to meet the needs of the growing ASD students in classrooms. This exploratory qualitative study examined the necessary considerations for schools when implementing social media as a learning tool in the classroom. Eight experts from the special education field were interviewed to gain knowledge from their experience working with students with autism in the classroom setting. These eight professionals were composed of special education teachers, school psychologists, assistive technology specialists, and Board Certified Behavior Analysts. Themes discussed by the experts focused on considerations for students, staff, budgets, safety, training, and technology. Thematic analysis resulted in four study conclusions. First, rapidly changing learning environments, especially during the pandemic, are forcing schools to innovate with virtual instructional tools. Second, lack of knowledge, training, and known practices impede integration of social media as an instructional tool. Third, there are increased safety risks for children with ASD with using social media as a learning tool and fourth, the adoption of social media as a learning tool needs stakeholder buy-in. Specific recommendations for schools include formally integrating technology into their learning programs, establishing best practices for teachers to use for implementation, formulating digital safety measures for students, and collaborating with parents to ensure beneficial utilization. Additional research around the safety of social media use for the autism population, adoption strategies for new and ever-changing technology in the classroom, technology use for the ASD population, and gathering of student and parent perspectives is recommended. [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.]