Autism is one of the fastest developing childhood disorders. The increase in the prevalence of autism spectrum disorders (ASD) has been highlighted in the media once again. The prevalence of school-age children with ASD has a considerable impact on the schools and teachers who are responsible for their education. Children with ASD served in the general education setting are likely to be those with high-functioning autism or Asperger syndrome (HFA/AS). In a review of the literature on the academic profile of students with HFA/AS, Whitby and Mancil (in press) found consistent academic achievement patterns across research studies, suggesting an academic profile. This article presents the findings on the review of the literitare in reading, writing, and mathematics. It describes strategy instruction as an effective academic intervention for children with learning disabilities, and discusses current research on strategy use and strategy instruction for students with HFA/AS. Anaphoric cueing for reading strategy instruction, self-regulation strategy development for writing, and "Solve It!" Problem Solving Routine for mathematics are presented. (Contains 5 tables.)