This quasi-experimental study explored the effects of sensorimotor strategies on improving attention and in-seat behavior of preschoolers with autism spectrum disorder (ASD). Using a single subject, B-A-B-A design with a sensorimotor phase (B) and non-sensorimotor phase (A), duration of attention and in-seat behavior were recorded and analyzed from a convenience sample of three participants with ASD in an integrated preschool classroom. Results indicated there were observable but inconsistent positive changes observed in attention and in-seat behavior during phases with the application of sensorimotor strategies. These findings suggest that sensorimotor strategies may be useful in increasing the average time a preschooler with ASD spends attending in the classroom, affording them the opportunity for self-modulation and participation in the educational process.