Shane, who is in Ms. Jones's third-grade class, has autism. Ms. Jones has provided him with a schedule, a picture communication system, and a positive reinforcement system for his learning tasks. He is demonstrating progress toward his individualized education program (IEP) goals, but he still struggles with attending for any length of time, bounces and moves frequently in his seat, and often has meltdowns after lunch. Ms. Jones is using all the strategies she can think of to support his learning. However, she still believes that she is missing something. Perhaps what Ms. Jones does not know is how Shane's physiological stress response is responding to his environment. This article describes the stress response in students with autism spectrum disorders (ASD) and provides practical classroom strategies for stress reduction and enhanced focus on learning. (Contains 1 figure.)