The purpose of this study is to investigate the effects of a peer network individualized intervention toward improving the social skills of three middle school high-functioning adolescents with autism spectrum disorder (ASD) without intellectual disability (ID). The intervention was based on the Circle Time program (Mosley & Tew, 2013), and it was carried out in 10 weeks and in three separate groups of students, with each group consisting of nine participants: one adolescent with ASD and eight non-labeled classmates. We used a multiple-baseline-across-participants experimental design to assess the effectiveness of the intervention and generalization to novel responses and settings. The results of the present study revealed that the social skills of all three participants increased and generalized to an unstructured setting, namely in the playground, during recess time, and in unfamiliar areas that students visited during school excursions. Our findings replicate prior work on individualized interventions that help children with ASD improve and generalize newly acquired social skills in school settings. Enhancing social skills of the aforementioned adolescents may limit the possibility of behavioral and emotional problems which can lead to further learning difficulties and may help them fulfill their potential.