Initial difficulty with receptive language is a stumbling block for some children with autism. Numerous strategies have been attempted over the years, and general guidelines for teaching receptive language have been published. But what to do when all else fails? This article reviews 21 strategies that have been effective for some children with autism. Although many of the strategies require further research, behavioral practitioners should consider implementation after careful review. The purpose of this article is to help behavior analysts in practice to categorize different teaching procedures for systematic review, recognize the conceptually systematic rationale behind each strategy, identify different client profiles that may make 1 strategy more effective than another, and create modifications to receptive language programming that remain grounded in research.