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The present study used a concurrent operants preference assessment to evaluate preference for two instructional approaches commonly used with children diagnosed with autism, Applied Behavior Analysis (ABA) and the Treatment and Education of Autistic and Communication Handicapped Children (TEACCH). Results showed that the three children with autism participating in the study did not show a clear preference for one training procedure over the other, although the percentage of ABA choices was slightly higher than the percentage of TEACCH choices (53.6% vs. 46.4%). Data on time on task, problem behaviors, and positive affect did not show any clear differences between the two procedures. Possible explanations for these findings are discussed. (Contains 4 figures.)