The number of autistic students educated in general education classrooms in the United States has increased over recent decades. To ensure meaningful participation and learning for this population, there is a critical need to identify evidence-based, inclusive practices. Through systematic review, the authors examine characteristics and methodological rigor of the current research base on inclusive practices for elementary school-aged autistic students. Findings highlight the dearth of research on evidence-based practices for fostering inclusion of elementary-aged autistic students in general education. Consistent with previous findings, the methodological rigor across studies varies greatly. Future research is needed defining inclusion, identifying evidence-based practices, and determining how to effectively implement evidence-based practices.