Successful inclusion of students with autism spectrum disorder (ASD) in general education classrooms can be challenging and may require additional supports for teachers.The purpose of this study was to explore the strategies that teachers use in including learners with autism spectrum disorders in the mainstream classrooms. This qualitative study draws on a purposive sample of 36 teachers who have experience teaching children with ASD within three primary schools that practice inclusive education and have rich cases of learners with ASD in Eswatini. Through the use of focus group discussions, individual interviews and observations data was collected on teachers strategies they employ in their teaching. Conventional content analysis were used to analyse data and thematically presented. Teachers reported several strategies including: pictography, learner fixations, routine, motivation, and sitting arrangement. Conclusions are made that teachers in the mainstream classrooms have knowledge on some of the strategies for including learners with ASD. However, they are not well capacitated to implement these strategies. Teachers recommended frequent workshops for teachers on strategies to employ in teaching children with ASD in the mainstream classrooms. Coming with assessment tools that are realistic to our society in terms of development and inclusive education programmes would yield positive results.