Inclusion of students with Autism Spectrum Disorder in public school classrooms in the Kingdom of Saudi Arabia has been facing challenges in terms of access to appropriate and adequate services and in terms of quality and equality of educational services provided. Inclusion of students with ASD in public school classrooms in Saudi Arabia has been mainly for students with low and moderate level of ASD. This study explores these challenges through available literature on inclusion of students with ASD in Saudi Arabia as well as relevant literature on inclusion of students with ASD abroad. In terms of access to appropriate services for students with ASD, this study has found a huge imparity between provision and need. In addition, the quality of provision for students with ASD has been greatly influenced by several factors. Chief among these factors are public school teachers' qualifications and training, financial incentives and their perceptions about the severity of autism. Parents' understanding of the process of inclusion has been marked by much skepticism about the inclusion environment and qualification of public school teachers. The cultural dimension of the process of inclusion has also been much influenced by the Islamic teachings and local traditions. These factors taken together has shaped the nature of challenges facing inclusion of ASD in Saudi Arabia.