Studies have documented that an escalation in the phenomenon of aggression in autistic students reduces the potential for successful social inclusion. This qualitative case study examined the perceptions of certified professionals in education regarding implementing number patterns as a best practice to manage aggressive behaviors of students with autism. The conceptual framework for this study was constructed from research in three areas: autism and aggression, mathematical reasoning, and professional development as a learning structure for educators. The research questions explored how professionals in education perceived the links between sequential math patterns, behaviors of autistic students, and the nature of autism. A purposeful sample of 5 male and 9 female certified professionals was drawn from one suburban school district in the southeastern United States. Participants completed the Behavioral Autism Research (BAR) Interview-Revised, a qualitative interview protocol, data from which were coded and analyzed through inductive approaches to reveal themes. Findings indicated that participants from the research site school district believed that teachers could help students with autism manage their behaviors by incorporating strategic number patterns within their regular schedules. Recommendations for this research are focused on awareness and treatment. Implementing the findings of this research would contribute to social change by giving students with autism greater control of their behaviors, more opportunities to be independent, and changing how they are perceived, which could foster a belief that as adults students with autism can be self-sufficient.