It has been widely recognised that people with Autism Spectrum Disorders (ASDs) are impaired in their capacity to understand the mental states of others [1, 2]. Recent research [3] extends the range of impairment to an inability to recognise emotions within themselves. This study revisits this issue by investigating the emotional experience of secondary and post-secondary school students with ASDs. Alternative communication modes and self-determination were adopted to address current criticisms regarding the exclusion of the voices of those with ASDs. Teachers' understanding of students' emotions were sought to see if 'mindblindness' is unique to those with ASDs. Findings urge educators, researchers and the general community to reflect on their attitudes towards the disabled.