This meta-synthesis of the literature on methods of instruction to students with ASD examines the various methods of teaching language to students with ASD. While each student learns language at his or her own pace, the author has found that certain methods yield results quicker, and these methods need to be examined critically for any literature on their reliability, efficacy, and scientific research. If a student with autism can be taught language quickly, therefore mitigating any further delays in academic development relative to peers, then this methodology should be made accessible to all teachers of such students.