Inclusive Educational Provision has become a significant issue in Ireland and the wider international context. The United Nations Convention of the Rights of Persons with Disability (UNCRPD) (UN, 2006), which was ratified by the Irish State in 2018 poses a significant threat to current inclusive policy, more particularly, the operation of special classes and special schools. This original research study offers another voice, often absent from the conversation, that of a group of autistic children in four Irish Primary Schools. Fifteen pupils aged between eight and twelve participated in a qualitative exploration of their experiences of availing of dual (autism class and mainstream) provision. The transformative paradigm is used, which is concerned with seeking social justice for marginalised populations. This paradigm recognises that injustice and inequality are pervasive and believes that research is an important tool for addressing these societal ills (Mertens, 2007). An interpretivist approach is also drawn upon when necessary. The study is therefore grounded in the children’s own experiences and perceptions within the qualitative field of study. Research methods were determined following a systematic review of research literature. A mosaic approach was adopted, facilitating pupils' engagement through activities of their own choosing. From the analysis of data, a number of key themes emerged. The research findings suggest that children experience autism class provision as an important support for their engagement in school. Pupils demonstrated a sense of awareness that they are different from their peers, with some pupils acknowledging that they are autistic. Their experiences of school were made more enjoyable by their friendships, but social challenges were also faced. Pupils demonstrated an ability to regulate their emotions, particularly with the support of access to the autism class along with a number of resources. Finally, supports and barriers to their learning which were experienced by the pupils were shared. The thesis concludes by considering the implications emerging from this research in the Irish context and offers recommendations for consideration by the various stakeholders for policy and practice going forward.