The prevalence of autism among school-aged children has increased exponentially, making autism spectrum disorders the fastest growing area of disability in public school settings. One midsized school district is faced with the issue of educating an increasing number of students identified with autism. The increase of students diagnosed with autism spectrum disorders carries a financial burden for the district and raises questions about the most cost-effective way to meet these students' individual learning needs. Solving this problem will benefit both students and the school district. The question guiding this research involved understanding how the service delivery model for students with autism could be improved in a cost-effective manner that provides educational benefit for all students involved. Constructivist perspectives served as the conceptual framework for this qualitative study that used a pragmatic, action research approach. Individual and focus group interviews as well as direct observation were utilized to collect data; data were analyzed using concept maps, charts, graphs and descriptive statistical measures. Stakeholders identified peer-mediated instruction, training, and collaboration as key to improving services for students with autism. They indicated that a reverse inclusion intervention in which typically-developing students join students with autism in the special education environment until their peers with autism's skills improve enough to join the general education class would improve the inclusion process for all students. Implications for positive social change include increased quality of life for people with autism as well as increased disability awareness and sensitivity among the general population.