Generally, educators recommend the regular evaluation of pupil progress to ascertain whether the instructional program needs modifications. Precision Teaching is a methodology that may facilitate this process, as it can be defined as an approach to the systematic evaluation of any instructional methodology. This research project is set to explore whether Precision Teaching and fluency-building are effective approaches for teaching skills to children diagnosed with an autism spectrum disorder. Up to now, little research has been carried out in this field. Apart from the practical benefit of showing whether these methodologies can be classified as evidence-based practices, it is expected that this project will provide an overview of the existent literature as well as contributing to increasing the knowledge and understanding of the real use of Precision Teaching in daily Applied Behaviour Analysis (ABA) practice.