Key impairments in autism spectrum disorder (ASD) seem to be difficulties in emotional experience and emotion regulation. The aim of this study was to test the impact of a positive emotion regulation intervention on the emotional experience and on the use of positive emotion regulation strategies in children, adolescents, and young adults with ASD by using a Reactivity and Regulation Task in the context of age-appropriate, ambiguous, and with potentially threatening meaning scenarios. Thirty-six participants with ASD, from 10 to 34 years of age, were recruited and assigned to an intervention group and a waiting list group. Contrary to our hypothesis the positive emotion regulation intervention did not have an impact on the emotional experience of the participants and on the use of the trained positive emotion regulation strategies. Exploratory analyses were conducted to run. Interpretation of these results, limitations of the study and perspectives for future research are discussed.