Despite the increasing number of students on the autism spectrum attending regular schools worldwide, research on the knowledge and use of teaching strategies to support the inclusion of students on the autism spectrum in the South Asian region remains scarce. The current study was informed by Florian and Spratt's Inclusive Pedagogy Framework and utilised an exploratory sequential mixed-method design to investigate Bhutanese teachers' knowledge and use of pedagogical strategies for the inclusion of students on the autism spectrum. Data was collected via semi-structured interviews (n = 16), classroom observations (n = 7) and online surveys (n = 106). The analysis revealed that although teachers reported their knowledge of effective inclusive strategies, they made limited use of them in their practice, which resulted in the micro-exclusion of students on the autism spectrum despite their physical placement in regular classrooms/schools. Recommendations for enhancing Bhutanese teachers' skills and capacity to implement effective strategies for including students on the autism spectrum are provided.