Decades of research have illustrated the linguistic, social, and cognitive growth that occurs in the context of play (e.g., Baron-Cohen, 1987; Lifter, Foster-Sanda, Arzamarski, Briesch, & McClure, 2011; Lillard et al., 2013; Ungerer & Sigman, 1984). Play also provides opportunities to practice and gain important social skills. During play with peers, children learn to establish shared knowledge to act out jointly controlled play scripts. This process provides opportunities for taking others' perspectives and modifying one's point of view based on others' experiences (Nelson & Seidman, 1984). Children also learn how to join a peer group, enter an ongoing play activity, manage disagreements, and support one another during social conflicts (Ladd, 2005). As play progresses, these skills become more complex and refined to accommodate ever-evolving age-appropriate social demands. Play also lends itself to the development of important cognitive skills such as the ability to understand and extract meaning from the environment and develop abstract and symbolic thought (Lillard et al., 2013). Many of the skills learned and practiced through play are those with which children with a diagnosis of autism need additional support. Indeed, difficulties with language, social skills, and even an understanding of the appropriate uses of toys and objects are defining characteristics of children with autism (American Psychiatric Association, 2013; Jarrold, 2003). Furthermore, research has demonstrated that children with autism often have delays and differences in their play such that pretend play is either entirely absent, or delayed and lacking in complexity and variation (Stanley & Konstantareas, 2007). Thus, children with autism not only experience delays in crucial developmental skills, but also miss opportunities to learn and practice these skills in the context of play. As such, cognitive and behavioral delays of children in this population may become confounded by difficulties with play. This article provides a summary of play development and how it may differ for children with autism. Based on this foundational knowledge, specific guidance is provided on how practitioners can use peers to support the play of their classmates with autism.