The study reports on a data-based work experience model for secondary students with autism. The objectives were to increase competency and independence, provide a variety of experiences to assess skills and preferences, and modify interfering behaviors. Five autistic students, aged 16-20, were sent to community work sites providing a variety of work experiences for job training and job exploration. To prepare for the community jobs, the students learned appropriate community behavior. Data were collected on the number of cues required to complete a job, focusing on physical cues, environmental cues, and verbal cues. Results of the community work site program showed that the students were successful at more than one job experience. The number of cues required to do the jobs decreased over time. Jobs that were repetitive rather than long-sequenced tasks were easier to teach and allowed the students to gain the greatest degree of independence with the least frustration. It is concluded that students with autism respond well to meaningful jobs in integrated settings and can successfully learn jobs at the job site. (JDD)