The purpose of this study was to examine the relationship between teachers' perceptions of the use of CAI to teach academics to their students diagnosed with level 1 autism. In addition, how teachers determined other strategies to use with their students was investigated. Most of the current literature reviewed was geared towards the use of CAI to help develop language and social skill deficits exhibited by students with autism in the primary grades. Few studies exist pertaining to the use of CAI to teach core academic subjects to students in the middle grades. This study is a meaningful contribution to the paucity of research currently available regarding CAI and the benefits of its use with our students with autism in the middle grades. A mixed-method design consisting of a three-part survey and an interview protocol were used for this study. The use of this design was intended to determine if teachers' perceptions were related to demographics, such as gender, age, number of years teaching, and number of years teaching students with autism. In addition, it was used to explore, and uncover the effectiveness of CAI. The results revealed little to no differences in the perceptions of teachers on the use of CAI based on gender, age, or years teaching students with autism. Further, the findings showed that demographics had little to do with teachers' technology literacy or procedures initiated to develop strategies. Future research should explore the extent of the perceived effectiveness of CAI on students with autism academic achievement. [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.]