This study examines the lexical and syntactic alignment capabilities of children with Autistic Spectrum Disorder (ASD) compared to verbal age matched typically developing controls. Children with ASD have profound language and language acquisition difficulties and this may be due to an inability to align in language, which could affect both language acquisition and communication. To test this, we examined whether children with ASD (and controls) aligned with the experimenter when playing a game of Snap which involved describing sets of pictures on cards. In the lexical part of the study, we looked at children’s ability to re-use the experimenter’s choice of word when the picture on the Snap card could be described equally well using either of two roughly synonymous words. The children all aligned and specifically the children with ASD were found to align to the same extent as the controls. In the syntactic part of the study, the experimenter described the action depicted on her card using either an active or passive sentence structure. The ability of the child to align on, that is to re-use, the same syntactic structure when describing their next card was recorded. Similar results to the lexical part of the study were found, with all children aligning significantly and children with ASD aligning to the same extent as controls. These results suggest that the language acquisition difficulties of children with ASD are not due to an inability to align.