The purpose of this qualitative descriptive study was to explore how teachers' perceptions of their students' theory of mind capabilities shape their professional dispositions as educators of students with autism in central Texas. The theory guiding this study, which is known as theory of mind, refers to the ability of the individual to understand the thoughts, beliefs, and values of others. The research questions for this study examined how teachers perceive the importance of their students' theory of mind capabilities, how teachers' perceptions of their students' theory of mind capabilities shaped their professional dispositions, and how teachers' professional dispositions, as shaped by their perceptions of their students' theory of mind capabilities, guided their instruction of students with autism. The sample for this study was 27 elementary school teachers who hold a current Texas teaching certificate, are employed by the local school district, and have taught a class in any grade level K-5, that had at least one student with autism, for at least one academic year. Data analysis was conducted through thematic analysis using MAXQDA. Results of the study highlighted teacher perceptions of the importance of their students' theory of mind capabilities, discussed how professional developments and past experiences contributed to teachers' professional dispositions, and identified concrete teaching strategies that teachers with strongly-developed professional dispositions found to be helpful in instructing students with autism in the elementary classroom. [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.]