This study uses qualitative design with English teacher and parent of ASD student as the subjects, using interview and observation to collect data with the aims to explore the challenges, opportunities, and discover the teaching strategies used by the teacher and parent in online English learning for children with ASD during the COVID-19 pandemic era. The result shows that in Online Learning implementation 1a) Teacher faced challenges in the need to adapt to online format, the lack of face-to-face interaction, digital divide, self-discipline and motivation, lack of focus and time management problem, 1b) Parent faced challenges in all five points mentioned previously as well as student’s feelings of alienation and disconnection, also overload screen time and digital content, 2a) Opportunities gained by teacher are access to a wide array of online resources, flexibility in scheduling and pace of learning, enhance student's engagement, 2b) Opportunity gained by parent is the flexibility in scheduling and pace of learning, 3a) Teaching strategies used by teacher are predictable sequence of activities, visual schedules, routines with flexibility, work/activity systems, and visually structured activities, and 3b) Teaching strategies used by parent are organization of the physical environment, routines with flexibility, and visually structured activity. The study uses TEACCH's Structured Teaching Strategy approach to examine visual aids in teaching ASD students, suggesting future research on broader theories and interventions for improved online learning implementation for ASD students, particularly in English language learning.