More students with High Functioning Autism (HFA) are in inclusive settings than ever before, however, the physical combination of students with HFA and their typical peers alone is insufficient to address the social deficits of students with HFA. Students with HFA in inclusive settings require evidence-based practices (EBPs) for social skills to be as successful as possible in mainstream settings and life in general, but these EBPs are seldom being implemented in school settings. A participatory action research (PAR) mixed-methods study was conducted to bridge the gap between research and practice in inclusive settings. Data collection methods included three surveys, four focus/training groups, field notes, pre and post-intervention assessments, open-ended questions, and interviews. Focus/training groups (n =12) centered on capacitating stakeholders, obtaining stakeholder input, and developing a districtwide plan to implement EBPs. The surveys (n =>30) explored the barriers to the implementation of EBPs, stakeholder perceptions of the relevance of social skills, and staff-reported awareness of EBPs for social skills. Three primary themes emerged from this study regarding the implementation of EBPs for social skills in inclusive settings: (a) there is a need for preparation, (b) there is a need for support, and (c) there continues to exist underlying tension regarding the mandate of inclusion. Training, time, support, prioritization, materials, and staff mindset were the top six barriers to the successful implementation of social skills as identified by elementary inclusion stakeholders. The results of the EBP survey revealed that inclusion staff are unfamiliar with four out of six different EBPs for social skills. District job title significantly impacted one’s awareness, competency, and utility of EBPs for social skills. Regular education teachers were identified as needing the most training and support of all inclusion staff. Results of the relevance survey indicated that staff value social skills and support interventions for students with HFA in schools. During post participation focus/training groups, significant gains were noted in the group’s awareness and competency with EBPs. Following the focus groups and direct observations of three students with HFA in inclusive settings, the researcher implemented a pivotal response training (PRT) social skills intervention (n=1) and a peer-mediated intervention (PMI) social skills comprehensive intervention (consisting of two students with HFA and two typical peers) via single-subject design over multiple baselines and participants. The two students with HFA in the PMI program showed significant improvement in Social Skills Improvement System (SSIS) domains and domains in the Social Skills Checklist. Qualitative data supported the intervention for all students. Findings of the study suggest that PAR methods can be utilized successfully to bridge the gap between research and practice regarding the implementation of EBPs for social skills for students with autism in inclusion school settings.