The purpose of this study is to assess the relationship between academic success and adaptive functioning among high ability children with autism spectrum disorder (ASD). Academic success was measured by the Woodcock Johnson Tests of Achievement (3rd Edition) on broad reading, math, written language and oral language scales, and adaptive functioning was measured by the Vineland Adaptive Behavior Scales, 2nd Edition, on communication, socialization and daily living skills scales. Overall, participants achievement was variable, yet mean scores were ranged within M=114.62, SD= 10.361(oral language) to M=124.19, SD=16.112 (reading), and adaptive functioning ranged within the scores of, M=77.52, SD=11.171 (socialization) to M=93.29, SD= 11.055 (communication). Academic skills were positively correlated with each other, as were adaptive skills. Communication was positively related to oral language and reading. Thus indicating that communication skills are flexible when compared to oral language and reading skills.