It is important to offer special support and adapt the basic framework of a normal school setting to students with Autism Spectrum Disorder (ASD). Furthermore, teachers are required to fulfil the challenging task of creating and maintaining a positive class environment, that adequately handles the students ASD and encourages any hidden potential. The goal of the present study was to determine how teachers currently work with autistic students in a school-setting and to point out difficulties that arise on the path of equal opportunities for all students, while describing specific parts of daily school-life in which an improvement is needed. Furthermore, the study clarifies to what extent teachers are informed about ASD. The empiric study is based on interviews with eight teachers working at Gymnasien and Neue Mittelschulen. The results shed light on the current situation of students with ASD in educational institutes. Core topics such as structural framework, possibilities for support and affirmative actions in school, as well as the classroom as a social framework and specific challenges for teachers, are high-lighted through qualitative analysis according to Mayring.