The purpose of this quantitative correlational research study was to examine the extent that teaching experience affected the knowledge, implementation, and perceived skill level in implementing the 27 evidence-based practices (EBPs) established by the National Professional Development Center for Autism Spectrum Disorder. The study was conducted in the state of Iowa, with special education teachers from fourteen different school districts. Survey responses were gathered from 228 special education teachers. Of the 228, there were 48 novice teachers and 180 veteran teachers. Novice teachers were classified as having less than three years of teaching experience and veteran teachers with more than three years. Based on the data, results showed that as experience tended to increase from less than three years of experience to more than three years, the scores on EBPs knowledge, implementation, and perceived skills also tended to increase. The results of the study found a positive correlation (r = 0.26, p = 0.001) between years of teaching experience and knowledge of EBPs, a positive correlation (r = 0.22, p = 0.001) between years of experience and EBP implementation, and a positive correlation (r = 0.26, p = 0.002) between years of experience and perceived skill level in implementation. This small effect size indicates that as experience increased, there was a positively correlated increase of teacher knowledge and implementation of the EBPs to use when working with students with autism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]