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The goal of the present study is to evaluate the developmental trajectories of four children with ASD, from the beginning of their inclusive education in an innovative preschool classroom until the first months after they leave this kind of class. For all participants, analysis of individual trajectories showed a decrease in autistic behaviors during their first months in the inclusive preschool classroom. All children also made progress in cognitive, language, motor and imitative skills. Despite a variety of exit orientations and a large variability between the children’s trajectories, these progresses seem to continue after they leave the inclusive classroom. Finally, an examination of individual profiles suggests that the schooling pathway and outcome after leaving the inclusive classroom could be linked with the children’s initial clinical characteristics. The implications of this study are discussed with a view to optimizing the implementation of this type of inclusive classroom and promoting the continuity of schooling pathways for students with ASD.