Social functioning plays a crucial role in motor performance for children with autism spectrum disorders. In this study, we investigated whether the social abilities of children with autism spectrum disorders influence their acquisition of trained fundamental motor skills and their capacity to transfer learning to untrained fundamental motor skills within a 9-week motor program. The training regimen targeted 13 locomotor and ball skills outlined in the Test of Gross Motor Development-3. Evaluation of the transfer of learning was conducted using the Movement Assessment Battery for Children-2, including manual dexterity, aiming and catching, and balance. Notable improvements were found in not only trained locomotor and ball skills but also in untrained balance tasks. Furthermore, individuals with more pronounced social challenges exhibited greater improvements in both the trained ball skills and the untrained aiming and catching compared with those with milder social difficulties. These findings underscore the significance of social dynamics in shaping the effectiveness of motor programs, illuminating the intricate interplay between social and motor domains within treatments tailored for autism spectrum disorders.