This systematic review synthesized the literature on vocabulary interventions designed for the students with autism spectrum disorder (ASD). A total of 31 articles (20 single case research design studies and 11 group design studies) met the inclusion criteria. The reviewed studies included 440 participants with ASD ages 3 to 14. In general, findings suggest regardless of delivery mode (i.e., adult, computer, or peer) students with ASD improved their vocabulary and comprehension if addressed. The studies received quality ratings of adequate (32.4%), high (35.3%) and weak (32.4%). More research is needed to guide practice. Implications for research and practice are provided.