Without interventions, children and youth with ASD have limited initiated interactions with neurotypical peers, a hard time staying engaged in interactions with neurotypical peers, and difficulties understanding social cues and participating in social activities with neurotypical peers. The aim for this study was to see how incorporating the interests of high schoolers with ASD into school-time activities would effect their peer socialization. They specifically chose high schoolers because there is a lack of research in this area, with most research being focused on socialization for elementary and middle school children.