This dissertation presents an intervention proposal for teaching English as a Foreign Language (EFL) to students with Autism Spectrum Disorder (ASD) in an ASD classroom in Spain. The study explores evidence-based methodologies such as Universal Design for Learning (UDL), the TEACCH method, and the use of visual and technological supports, emphasizing the benefits of bilingualism for autistic learners. The intervention consists of 12 structured sessions tailored to the needs of six students aged 5 to 8, promoting communication, social interaction, and language acquisition. Findings from recent literature suggest that bilingualism does not hinder and may even support cognitive flexibility and social communication in students with ASD. The project also includes an assessment rubric and highlights key limitations, such as the lack of empirical application. Future research is encouraged to validate the intervention in real settings and explore long-term effects of bilingual education on autistic students.