Young people with autism generally become isolated from others in public settings or are engaged only as an inclusion courtesy in structured short-term private settings. They do not have the same consistent opportunities for communicating with peers that their non-autistic peers enjoy naturally. Communication with peers is the core of a child’s social development, being particularly critical for learning social problem solving skills—what I say and how I say it in order to connect with my peers. Thus, when social problem solving opportunities are absent between autistic and non-autistic peers throughout their development, the resulting inability to engage each other effectively affects life time success in community and workplace settings. Social skill training programs have been available but are not filling the gap in social problem solving. These programs use a one-directional model, teaching people with autism how to communicate in ways that are adaptive to non-autistic communicators. However, in these programs and even in programs that include non-autistic mentors or buddies, there is no participatory instruction on how to bridge the differences in each other’s social language. This process must take place through experience.At the Social Communication Foundation, we put social problem solving back into social development for young people with autism. We use the more natural, two-directional communication process. In our programs, autistic and non-autistic communicators participate as equal co-learners/co-teachers in developing communication strategies, building better connections, and increasing workplace success.