The Empathizing-Systemizing (E-S) theory is a extensively examined and debated cognitive model utilized for interpreting Autism Spectrum Disorder (ASD). Within the realm of individuals affected by this condition, it is frequently observed that they exhibit heightened capability in systemizing, which in turn may result in challenges and impediments in navigating social interactions, communication, and behavioral adaptability. In the hyper-systemizing concept, it is an addition to the E-S model, which supposes that persons with this condition have a high dependency on predictable patterns and struggle with change or less structured environments and settings. The aim of this paper is to investigate and discuss the theoretical rationale for the E–S model, which included recent research on its relationship to ASD symptoms, cognitive styles, and neurodevelopmental differences. Examining how this advances our understanding of traits often associated with ASD, such as superior pattern recognition and analytical power, especially in STEM disciplines. Further, this theoretical model must be refined and studied for similarities with other cognitive and neurological explanations of this disorder.