This paper aims at providing action perspectives for teachers in higher education who supervise project groups that might include autistic students. Autistic students often experience problems with group work, as working in teams appeals to (non-verbal) communication, social-emotional reciprocity, and social relationships. For non-autistic fellow students and non-autistic teachers, it is hard to understand these problems. Because the teacher is responsible for creating a context in which optimal learning for all students takes place, they need to be aware of the most common problems and pitfalls, and have possibilities to cope with them. Starting with the concepts of Double empathy problem and Normalizing power, a context is created for many of the problems autistic and non-autistics face in their interactions. Then nine patterns are presented, which help teachers to guide autistic students not only to survive group work, but even to thrive. These patterns vary from observing the need for (extra) help students to work together, to setting and maintaining the stage for the team for working together smoothly, to patterns for dealing with individual problems of autistics in the team.