This research addresses the underexplored area of supporting high school students with autism in whole class engineering instruction. Drawing on insights from eight high school First Robotics Competition teachers across the United States, the study employs a DisCrit and Social Cognitive Career Theory framework. Through interviews and surveys, the study investigates three key questions: the current employment of universal design for learning (UDL) strategies by STEM/engineering teachers, the challenges they encounter in supporting autistic students, and their methods for promoting inclusion and belonging. Findings reveal that teachers utilize multimodal instruction, anti-ableist mindsets, and methods for checking understanding. However, challenges include class size issues and the need for more tailored professional development. Teachers also perceive biases in the workforce against disabled individuals. The study underscores the dual role of teachers in fostering both academic and soft skills among students, with themes emerging around sensory considerations, communication, and emotional regulation. Overall, the findings suggest the importance of intentional inclusive practices and the creation of supportive classroom environments responsive to diverse learning needs. [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.]