Abstract: There is a multitude of treatment options to assist parents raising an autistic child. Professionals, however, have yet to agree upon one particular intervention or resource that will prove beneficial to all children with the disorder. Prior research has suggested that when parents and caregivers are actively involved in their autistic child's programming and training, the prognosis is significantly better for both parent and child (Koegel, Schreibman, O'Neil, & Burke, 1983). However, not all families display the characteristics that allow them to take an active role regarding their child's education and training. Using descriptive interviewing and established methods of qualitative inquiry, the aim of this dissertation was to illuminate the experiences and circumstances that have contributed to the primary caregivers' perspectives on their participation and involvement in the children's education. Results indicate several important themes that interact to contribute to this perspective. A critical aspect that set the foundation for a caregiver's unique perspective was the way in which she reacted to and digested the initial diagnosis. Identifying the disorder and substantiating a diagnosis early in a child's development influenced how parents were involved. Further, the degree to which a caregiver came to accept her child's condition, and her ability to identify and reflect on the positive aspects of her situation through social comparison, greatly impacted her adjustment and perspective. Moreover, the severity of the child's symptoms, his particularly ability to communicate, the progress he made in therapeutic interventions, and his degree of socialization all play important roles in consideration of parent involvement and participation. Furthermore, the relationship between caregivers and intervention coordinators and staff facilitated involvement when it included the formation of rapport as well as the process of giving productive feedback after each session. In addition, a parental perspective based in the present appeared to aid parents in encouraging their child's positive attributes, as well as reduced stress and anxiety concerning the unknown. Employment status, as well as parents having the opportunity to engage in activities that promoted and instilled hope for the future, greatly influenced the degree to which a caregiver actively participated in her child's educational programming. Lastly, this research appeared to indicate that having the support of a spouse or significant other, as well as participating in parent support groups, were factors that played a critical role in caregiver health, and subsequently, impacted the way in which a caregiver interacted and participated in her child's education and training. These factors can have implications for designing and implementing comprehensive parent-training programs designed to meet the dynamic needs of families raising an autistic child.