The majority of research in Applied Behavior Analysis has substantiated that learners with autism spectrum disorder (ASD) acquire skills most rapidly in a one-to-one teaching format referred to as discrete-trial teaching (DTT). While DTT is an essential instructional model for learners with autism, it may not, over time, provide students with ASD the skills necessary for life success. Moreover, as the incidence of ASD has increased (e.g., by 30% in the last two years), it is predicted that in 5 years, 122,493 students with ASD will turn 22 nationwide, requiring 48,015 caregivers at a cost of 3,623 million dollars annually. Additionally, the new nation-wide Employment First initiatives have drastically decreased and will eventually eliminate sheltered work environments that have been available for more severely impacted people with disorders. We need to consider preparation for next environments to be a primary obligation of our service provision. Working in groups, working independently, and working with minimal and reduced supervision must be explicit goals for learners with ASD. Additionally, we must develop creative and cost-effective ways to teach, support and monitor adults with ASD in community and employment settings.