The social deficits of individuals with autism spectrum disorders are arguably the most severe of all the symptoms they experience. Still, there are few empirically supported social-communication interventions for adolescents with Asperger Syndrome (AS) or high-functioning autism (HFA). A review of the relevant literature reveals three levels of social functioning that fall into a hierarchy for adolescents with AS or HFA: individual peer interactions, acceptance by the peer group, and friendship formation. The purpose of the current study is to address the first level in the hierarchy of social functioning: improving the quantity and quality of peer interactions of adolescents with AS or HFA. More specifically, the preceding was examined by combining a group format with typically developing adolescents, structured and collaborative activities, and motivational topics to form a Motivational Extracurricular Activity (MEA). This study examined the effects of a MEA on improving the quantity and quality of social interactions of participants with AS or HFA during lunchtime at school. Results indicate that the MEA intervention was effective in increasing levels of social engagement, frequency of social initiations, proximity, and affect for all three participants. In addition, generalization of these skills was shown to occur both in later times and varying contexts. Results are discussed in terms of their importance for adolescents with AS or HFA, in addition to their application to myriad school contexts.