Mathematics learning presents significant challenges for individuals with autism spectrum disorder (ASD). This study delves into the difficulties faced by ASD students in a private school in learning mathematics, according to the perspectives of teachers and parents. A qualitative study was conducted using semi-structured interviews with three special needs teachers specializing in autism and two parents of ASD students and verified from observations of six ASD students classified as level 1 severity according to DSM-IV in their mathematics classes. The difficulties identified among ASD students include difficulty processing information and working memory, need for individualized instruction, short attention span, difficulty understanding mathematical concepts and inability to express symbols. Recommendations include integrating creative art and technology to support drill and practice, mastery learning, blended learning, individualized educational programs, and visual aids. Further research is needed to develop mobile applications for mathematics that integrate creative arts.