Autistic students demonstrate poor academic performance which may be related to challenges in learning behaviors such as organization, planning, study skills, and so forth. Most studies report on summary scores; however, there may be value in understanding specific strengths and challenges to better inform assessment and intervention efforts. The aim was to assess the profile of learning behaviors in autistic students and the impact of an intervention targeting learning behaviors. Participants included 47 autistic middle-schoolers without intellectual disability. Caregivers and students completed the Learning Behaviors Checklist assessing academic executive functions at pre and post. Item level summary statistics and effect sizes for pre to post were computed. Both caregivers and students reported infrequent use of critical learning behaviors prior to intervention. Following intervention both raters reported improvement, especially for organization strategies and some study strategies; however, there remained room for improvement. Autistic middle-schoolers demonstrate specific challenges in learning behaviors that may contribute to poorer academic performance and grades. Intervention may improve these behaviors and provide skills that may benefit them in the future (e.g., high school). However, even after intervention, caregivers and students reported infrequent use of important learning behaviors. Booster sessions and intervention refinement may be warranted.