The increase of students with High Functioning Autism Spectrum Disorder (HFASD) in the past decade has been cause for concern in our educational system. Many believe that this is due to the effectiveness of early childhood screening programs; however, conducive learning environments, along with the social and emotional wellbeing of students, has come into question. This study specifically investigates, with the use of the Triadic Reciprocality Model, the experiences that secondary level HFASD students have within the secondary inclusive innovative learning environments. The qualitative research study, through the lens of the Triadic Reciprocality Model, explores the experiences of three teachers, three students, and three parents within two innovative learning environments located within the same school district in a suburb of North Texas. In addition, this study researches the question: How does the inclusive learning environment impact students with High Functioning Autism Spectrum Disorder (HFASD) and their social and academic needs? [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.]