This article assists art educators, especially preservice teachers, in increasing their understanding of the symptomology and behaviors of students on the autism spectrum that may limit artmaking. Here, the author examines specific behaviors and symptoms of Autism Spectrum Disorder (ASD), from both a psychological and developmental perspective. The author offers ideas, from art therapy, keeping in mind the challenges and limitations within a traditional classroom experience. Included is an overview of research, practice, and personal communication with art educators and art therapists currently working with individuals on the autistic spectrum. Throughout, the author emphasizes an art therapy perspective where the focus of creating art is on the process rather than the product. This allows the art teacher to become the conductor of the classroom, where a sense of harmony is created by the abilities of each student and unified in the creative process. Distinct strategies, along with reinforcement of skills learned through artmaking can empower all students in the art classroom to communicate more effectively, improve social, cognitive, and behavioral skills, increase motor development, and increase tactile and sensory awareness. Knowledge of methodologies applied to challenges that can arise in teaching frames a picture of the classroom where all learners are supported for optimal growth. Artmaking increases emotional and oral communication with students' inner and outer world. Art therapists and art educators can mutually benefit from the knowledge and inherent in both professions to create art activities that foster best practice for all students, and to help children on the ASD spectrum find pride and pleasure in the creative process.