This study surveyed 77 special education teachers currently instructing elementary aged students diagnosed with Autism Spectrum Disorders to determine the extent of evidence-based practices utilized within public school programs. In addition, the survey examined the pre-service and on-going training these teachers receive to prepare them to instruct students with Autism Spectrum Disorders. The results indicated that the most essential six components and related evidence-based practices were implemented to a large extent and that Adequately to Extensively trained teachers are implementing the following four components to a significantly greater extent than their colleagues with Limited training: Family Involvement, Intensive and Systematically Planned Instruction, Specialized Social and Communication Interventions, and Functional Approach to Problem Behavior. There was no significant difference in the implementation of Goal Setting and Progress Monitoring, and Personnel Training with respect to teacher training level. Teachers in separate public school settings have significantly higher levels of Personnel Training in their programs than teachers in regular public school settings. The results suggest that overall, New Jersey public school teachers are adequately prepared to address the increase in students with ASD and provide effective programs to address their complex and diverse learning profiles.