This pilot study set out to examine the impact of a regular practice of yoga within schooling curricular hours on the well-being and behaviors of atypically developing children. The design of this study was based on a qualitative hermeneutic-phenomenology approach. The intervention consisted of 5 weekly sessions of yoga of 15 minutes each and composed of breathing techniques (pranayama), postures (pranayama), and lying down relaxation exercises (yoga nidra). The research site was a special needs school in South Auckland, New Zealand in an area characterized by poor socio-economic living conditions with a composite range of different ethnic groups. The findings of this study suggest that a regular practice of yoga can have numerous benefits for children on the Autism Spectrum Disorder (ASD). They found yoga to be a fun-filled and engaging experience. They improved significantly in their flexibility levels and general physical health. Emotionally, the children reported that the breathing techniques allowed them to feel calmer and more relaxed. The children felt that incorporating a regular practice of yoga within formal curriculum will be another effective tool to enhancing their overall health and well-being.