Difficulties with social situations, social cues, and/or social interactions are some of the most notable symptoms associated with autism spectrum disorders ( ASD), yet few have investigated how this may impact self-concept among students diagnosed with any of the three ASDs: autism, Asperger Syndrome, or Pervasive Developmental Disorder, NOS (PDD-NOS). The present study examines academic, physical, intellectual, behavioral, social, and emotional self-concept among high ability children and adolescents diagnosed with autism or Asperger Syndrome/PDD-NOS. Among all students diagnosed with an ASD, mean scores were evaluated on the Piers-Harris Self Concept, 2nd Edition, subscales; intelligence quotients were assessed with the WISC-IV. Group comparisons (autism and Asperger Syndrome/PDD-NOS) revealed no differences in self-concept based on diagnosis alone. However, scores indicate extensive low self-concept. Clinical and research implications for these findings are presented.