School leaders and educators are accountable for creating learning environments that allow them to support students' achievement in all aspects of their development and must continually reflect on new ways of differentiating curriculum, teaching, and assessment. This poses many challenges as teachers are required to not only demonstrate knowledge and skills in a wide variety of teaching strategies, but they also must cater to a diverse range of individual learning. The increasing number of students on the autism spectrum in schools poses a particular challenge for teachers as these students often demonstrate a range of characteristics, skills, and needs in both academic and non-academic areas that require support. In order to cater to the diversity in their classrooms, teachers require the knowledge, skills, and confidence to effectively cater to this diversity; a belief that all students can demonstrate competence if supported to do so in their own ways; the skill to utilise pedagogies and practices that allow all students to utilise their strengths and build on their interests; and support from school leaders. This chapter provides an overview of the current research on the factors and practices that enable teachers to address both the unique needs of students on the autism spectrum and the needs of students with other diverse needs in today's inclusive classrooms and curriculum.