This research project set out to examine the meaning of music for five First Nations children diagnosed with autism spectrum disorder in British Columbia, Canada. A pan-tribal framework within an Indigenist research paradigm was used. Data were collected during visits in 2013 and 2014. Five First Nations children with different tribal affiliations and living locations, their families, and professionals were engaged in the project. Methods were conversations, observations, filmed observations, interventions, and notes. It was found that current autism discourses and practices are based on a deficit model within Western paradigms, and therefore not compatible with inclusive, First Nations worldviews and perceptions of autism representations. Music is used for purposes such as relaxation, communication, and whenstudying. Indigenous music is not used in targeted music interventions. This article presents unique material, emphasizing the lack of cultural sensitivity, and colonial residue in music interventions for First Nations children with autism.