The purpose of this project was to examine how masking behaviors, also known as social camouflaging affect the identification of autistic students for special education services under the Individuals with Disabilities Education Act (IDEA). The goal is to raise awareness among educators and school-based teams about how masking can interfere with evaluations, potentially delaying or preventing access to essential supports. Through a qualitative literature review, this project informed the development of a practical resource guide designed to help educators and school-based evaluation teams recognize masking behaviors and make informed and supportive eligibility decisions.