Children on the autism spectrum experience difficulties with social interactions, often resulting in lower quality of friendships. As such, children with autism often benefit from support with social skills, which are usually delivered in school settings. Social skills are not limited to school settings. Playdates are defined as prearranged gatherings between two children at one of their homes and are fundamental to social emotional development in childhood, providing opportunities for conversation, empathy, and friendship development. In the current scoping review, we analyzed the literature on playdates for children with autism. Twelve studies of varying methodologies qualified. Results indicate that playdates may have several positive effects for children with autism, including increased social engagement at school and reciprocal interactions with peers. Playdate interventions have involved components such as information exchange leading to shared activities, conflict avoidance and resolution, and gameplay. Continued research is needed in this emerging area.