There is an increased number of individuals with Autism Spectrum Disorder who are reaching the age where they should be entering the workforce, however, 50-70% are unemployed and these percentages are higher than any other disability group. Although school-based programming attempts to prepare students to transition into the workplace, current literature suggests there are additional social skills that need to be addressed for successful employment and job retention. The purpose of this analysis and interpretation of the literature was to identify soft skills needed for successful employment and ways in which school-based programming can address these skills. Suggestions related to the types of social skills to address, and how social skills for vocational settings should be taught, are provided.