The current study evaluated the effects of teaching three programs using massed-trial teaching (MTT) versus interspersed-trial teaching (ITT) for three participants diagnosed with autism. Specifically, we compared the (i) rate of response acquisition, (ii) percentage of trials per session with problem behavior, and (iii) number of acquisition targets maintained following mastery. For all three participants, the rate of acquisition was higher under MTT than ITT, and levels of problem behavior were similar in both conditions for each participant. Perhaps the only advantage of ITT over MTT was maintenance of targets at the follow-up probes for two participants; however, neither approach yielded consistently high levels of correct responding across 2-, 4-, and 6-week follow-up probes. Collectively, results for these three participants provide some evidence for the additive benefit of MTT over ITT.