Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7-13 with ASD read 16 passages at their instructional reading level. Passages varied by genre, length, and picture support. Sessions were audio-recorded, transcribed verbatim, and then analyzed using open coding, axial coding, and selective coding. The grounded theory resulted in 3 comprehension profiles including imaginative, strategic, and text bound. Future research and implications for classroom interventions are discussed. (Contains 3 tables and 4 figures.)