Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias.