It is now estimated that 1 in 88 children have autism. As children diagnosed with this disorder continues to increase, so does the demand for appropriate educational programs that meet the diverse needs of the students on the autism spectrum. Results of this basic qualitative study, which included 15 instructional designers who create online materials for learners with autism, included instructional design decision making strategies which focused on a particular deficit of autism, content based on current theory, research, and instructional design practices, reliance on professionals as subject matter experts who inform the design of the product, the inclusion of data collection or reporting features as an integral part of the product, inclusion of IEP goals through the use of the product, multiple iterations of child testing of the product, the plan for learning coach or adult participation in the online experience, and the incorporation of best practices in regards to screen design. Instructional strategies employed by participants in this study included: pre-assessment of skills, abilities, and preferences of the target audience, personalization or customization of content for individual preferences, a structured, interactive presentation of content, and special attention to communicating directions and objectives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]