Play is a central feature of childhood and a fundamental right of all children. Currently, our understanding of autistic play is based on a deficit perspective, most often framed in comparison to neurotypical 'norms' and assumptions where the views of the players themselves have been overlooked. In moving towards a strengths-based neuroaffirmative understanding of autistic play, this study consulted with 19 autistic children (aged 5 to 13 years) using a series of semi-structured interviews and a range of creative and participatory methods. Reflexive thematic analysis generated three themes where children conceptualised: (1) enjoyment and pleasure as central to the definition of play, (2) social connections as fundamental to play and (3) play as engagement with meaningful materials and activities. Children's autonomy and agency in play was important to all themes. These findings challenge long-standing deficit-oriented assumptions that have persisted throughout the literature for decades and have implications for future programmes of research, theory and practice, in particular on the importance of providing and facilitating authentic play experiences for autistic children in education and care contexts.