Early literacy skills are essential to later reading success, yet minimal empirical understanding exists about preparing students with autism spectrum disorder (ASD) to read. Since 1 in 59 children are currently diagnosed with ASD, understanding how to teach reading to this population in critical. Decoding is necessary for successful reading, per the Simple View of Reading theory, so it is imperative that the building blocks of decoding, phonemic awareness (PA) and phonics, are taught in preschool, as students who begin kindergarten with delays in literacy will likely continue to struggle in school. Early literacy interventions for students with disabilities in preschool may improve literacy skills and perhaps, bolster overall outcomes. This qualitative case study explored the impact that a multisensory early literacy program had on preschool-aged students with ASD. Two teachers and eight students participated. The primary purpose of this study was to examine the Lively Letters early literacy program to determine its effects on the PA and phonics ability of young students with ASD in a public-school district in Nevada. Triangulation occurred as multiple sources of data were collected to include: teacher interviews, progress monitoring, and field and video observations. The data revealed five main themes. Five research questions were answered as follows: (a) improvement in PA and phonics skills was evident, (b) teachers believed teaching early literacy was essential for preschool-aged students with ASD, (c) teachers deemed the Lively Letters program developmentally appropriate and beneficial, (d) improvement in speech sound production was noted, and (e) the multisensory component of the program was considered helpful to teach early literacy. Preschool-aged students with ASD should be taught PA and phonics skills using a multisensory early literacy program that incorporates speech training. Future research should explore teachers' perceptions with respect to teaching procedures and techniques used when teaching early literacy skills, such as PA and phonics skills to students with ASD in pre-kindergarten. Using a mixed-methods design to study the effects of using augmentative and alternative communication to teach PA and phonics skills to students with ASD would be warranted, as would using a quasi-experimental design to compare the PA and phonics skills of students taught literacy using a multisensory literacy program to students who used a program without a multisensory component. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]