This study explored teaching strategies implemented by teachers to teach food preparation skills to students with autism. Using a qualitative research methods approach, an exploratory case study was conducted to explore the teaching strategies implemented by two special education teachers at an intervention center in Bangi, Selangor, Malaysia. Data were collected using a triangulation technique that involved interviews, observations, and document analysis. The data was analysed through thematic analysis. The findings revealed five main themes: (i) minimal verbal instruction; (ii) visual support; (iii) behavioural strategies; (iv) academic strategies; and (v) technology-based strategies. The results of the study suggest that effective teaching strategies in teaching and learning sessions enhance the acquisition of food preparation skills. These insights carry implications for educators and all stakeholders, emphasising the importance of incorporating effective teaching strategies proven by research into their teaching practice.
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