This study examined the response of high school principals as instructional leaders to the rise of autism spectrum disorder (ASD) in public schools within the state of South Carolina. It specifically researched the impact of instructional leadership on students with ASD and the development of instructional leader principals when following the national Professional Standards for Educational Leaders (PSEL). The review of literature established the history of knowledge regarding autism, its diagnosis, treatments, and services, as well as information about the impact of instructional leader principals on students with ASD. The PSEL standards were used as a template and the standards were further examined to show how instructional leaders are developed when following those set standards. A basic qualitative study was designed, based upon a semi-structured interview protocol. Fourteen high school principals were interviewed to determine: (a) how knowledgeable high school principals are in South Carolina regarding ASD and the increase of the diagnosis within the student population; (b) how involved principals are with educational decisions, activities, and instruction of students with ASD; (c) are characteristics or roles of an instructional leader principal being modeled in response to students with ASD; and (d) if following the PSEL standards can provide an effective response to students with ASD as an instructional leader principal. The data from the interviews along with the review of literature provide principals with direction and information to respond as an instructional leader principal to serve students with ASD. [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.]