This qualitative study explores the efficacy of a structured interaction approach in enhancing the social skills of children diagnosed with autism. The purpose is to address the challenges faced by these individuals in social interactions and promote their acceptance and inclusion in society. Two non-graded learners from Davao City, selected based on poor interaction with peers, participated in the study. Observational methods tracked progress before, during, and after interventions. Data collection included pre-test and posttest assessments, parental interviews, and performance monitoring, all conducted ethically. Results demonstrate significant improvements in social skills, particularly in initiating interactions and engaging in collaborative activities. The study highlights the importance of structured interventions in addressing the socialization needs of children with autism. Recommendations include integrating structured interaction approaches into educational settings, providing support for teachers and parents, and advocating for community awareness programs to foster inclusivity and support for individuals with autism.