Language plays a fundamental role in enabling flexible, goal-directed behaviour. This study investigated whether the contribution of language to instruction encoding is modulated by the expression of autism traits, as measured by the Autism Spectrum Quotient (ASQ) questionnaire. Participants (N = 108) completed six choice reaction time tasks, with each task consisting of six stimulus-response mappings. During an instruction phase preceding each task, participants performed either a verbal, non-verbal or no distractor task. Participants made more errors in the verbal distractor task condition, but this detrimental effect did not differ significantly between the high (top 33%) and low (bottom 33%) ASQ groups. Hence, the contribution of language to instruction encoding does not appear to be modulated by the expression of autism traits.