Autism is a severe developmental disability that appears during the first three years and causes communication and developmental problems (APA, 1994; Loovis, 2000). Children with autism engage in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines. In addition, their speech and language are absent or delayed, while specific thinking capacities may be present (Levinson et al., 1993; Marin et al., 1985). One of the important goals is to help autistic children to respond increasingly to stimuli in the environment. Aquatic exercises have been found successful for children with autism (Killian et al., 1994). Moreover, the therapeutic effects of swimming and aquatic exercises on physical fitness and well being have been recognized for people with disabilities (Lepore, 2000; Ruoti et al., 1997). Furthermore, aquatic exercises are highly recommended for children as a recreational activity (Sherill, 1986). Halliwick’s swimming education is a recreational and rehabilitative program that teaches vertical and lateral rotation skills in swimming. This program has four phases and emphasizes freedom and enjoyment from the water (Moran, 1996). Although literature have reported that children with autism respond well to swimming activities (Yilmaz et al., 2003a, 2003b) there had been no research especially for the effects of swimming on water orientation skills of children with autism. Therefore, the purpose of this study was to investigate the effects of Halliwick’s swimming training on water orientation skills (Walking to pool, touching water, entering pool, blowing bubbles, and face submersion) of children with autism. Participants were three male children with autism, ages 9 years. Data were collected over the course of 8-weeks, with sessions two times a week and 60 minutes per session. Water orientation was assessed before and after all phases of Halliwick’s swimming education. The aquatic orientation checklist (Killian et al., 1994) was completed to determine water orientation and rated using a behavioral scale (Spontaneous, voluntary, manipulation, and objection). The results of the study were analyzed via graphic illustrations. Results showed that Halliwick’s swimming training education was effective in improving water orientation skills for children with autism. Parallel to literature, this study found that children with autism enjoyed and respond well to water activities. Therefore, children with autism should be encouraged to participate aquatic activities.