Given the importance of social integration and participation in inclusive settings for young children with autism spectrum disorder (ASD), the purpose of this systematic review was to examine instructional outcomes and participant, teacher, group, and instructional characteristics that may be pertinent to successful group instruction for young children with ASD. The studies eligible for inclusion were peer-reviewed journal articles that used an experimental or quasi-experimental design and aimed to improve one or more skills or performance outcomes for young children with ASD below the age of 8 who participated in group instruction with their peers with ASD or other developmental disabilities. A search was conducted on November 1, 2021, using ProQuest databases--PsycINFO, ERIC, and PsycARTICLES. Risks of bias were assessed using the revised Cochrane risk-of-bias tool for randomized trials, the Risk of Bias in Nonrandomized Studies of Interventions, and the single case design risk of bias tool. A total of 33 studies with 237 participants were identified. We found that student performance improved across different instructional domains, and untaught targets were also acquired during group instruction. More importantly, we identified different participant, teacher, group, and instructional characteristics that may be pertinent to successful group instruction. We noted risks for various bias domains for the majority of the studies, limiting the conclusion and generalizability of the intervention effects in these studies. Practical implications were discussed based on the instructional outcome domains and participant, teacher, group, and instructional characteristics.