The study was designed to collect and document both quantitative and qualitative data based on instructional services provided to students with Autism Spectrum Disorder (ASD). The study examined the types of professional development and training provided to teachers of students with ASD and gathered the perspectives of local education agency administrators making instructional decisions regarding children with ASD in urban, suburban, and rural public school districts in central and south Texas. Understanding influences on instruction and the teachers' professional development experiences was critical and provided insight into how the teacher negotiates the challenges of differentiation in a general education classroom. The districts selected for the study offered a continuum of services for children with ASD. The study focused on analysis of programs and educators' perspectives and experiences related to the types of professional development provided to teachers prior to offering instructional services. Urban, suburban, and rural school districts participated in the study using purposeful sampling. A series of interviews were conducted using an interview protocol. Informative documents were provided by the participants and were collected and reviewed. Both quantitative and qualitative data were collected and presented to better understand the influences, practices, and experiences of educators offering instruction to students diagnosed with ASD. Results of the study revealed additional professional development in the area of autism was necessary for teachers and administrators providing services to children diagnosed with Autism Spectrum Disorder.