The purpose of this meta-analysis was to summarize single-case design studies in which paraprofessionals delivered interventions to students with autism spectrum disorder in school settings. We descriptively analyzed participant and intervention characteristics and study quality and estimated intervention effect using Tau-U across student participants. Overall, paraprofessional-implemented interventions resulted in large to very large changes across a range of student outcomes and intervention conditions. Interventions delivered by paraprofessionals in inclusive school settings and within the context of whole group instructional arrangements resulted in significant changes in student outcomes as compared to interventions delivered in self-contained classrooms and within one-to-one and small group instructional arrangements. We present implications for research and practice and discuss limitations.