With the widespread use of mobile and self-service technology in everyday living, acquiring independent living skills associated with the use of current technology (e.g., self-checkout, mobile payment) is increasingly important for successful community integration. The purpose of this study was to investigate the use of a picture activity schedule presented on a smartphone to teach self-checkout skills in a natural community setting to three secondary school students with autism spectrum disorder (ASD). A concurrent multiple-baseline-across-participants design was used to determine the functional relation between the smartphone-based picture activity schedule intervention and increase in self-checkout skills. Maintenance and treatment extension outcomes were also assessed. The results showed that the intervention was effective in improving self-checkout skills for students with ASD and demonstrated positive maintenance and treatment extension outcomes. This study suggests that a smartphone-based activity schedule has the potential to serve as a minimally intrusive and nonstigmatizing support for students with ASD.