The aim of this study was to investigate how school librarians work to create an accessible learning environment in the shool library for autistic students. An additional aim was to explore how librarians interpret the concept of an accessible learning environment. Five compulsory school librarians were interviewed using semi-structured interviews. The empirical data from the interviews were categorized into themes and analyzed with the help of Specialpedagogiska skolmyndighetens accessibility model. This study focuses on the social, educational, and physical environment. The results reveal that most school librarians felt confident in their ability to meet the needs of autistic students. Furthermore, the majority of the school librarians stated that they generally had access to the resoures needed to contribute to an accessible learning environment in the school library. However, the study identified a lack of a strategic whole-school approach to ensure an accessible learning environment in the school library. The study also highlights the need to develop a shared vision and plan for how to achieve that goal. Despite the fact that most of the school librarians in the study had not received any formal education from the employer, most participants had a high level of knowledge about autism. This study aims to contribute to the landscape of autism-focus in Library and Information Science research, especially regarding the fact that there is a lack of research on autism and school libraries in a Swedish context.