School psychologists increasingly are called on to assess academic, behavioral, and social functioning of students with autism spectrum disorders (ASDs), as well as advocate for and assist in the development, implementation, and evaluation of evidence-based instructional strategies across a wide variety of education contexts. In this study, we obtained information from trainers of school psychology and school psychologists to ascertain the current state of practice and to identify areas of change required for future training and practice. Overall, results of the study were encouraging and demonstrated that both trainers and practitioners engage in a variety of evidence-based assessment and intervention practices. However, several areas for improvement were identified. Recommendations are provided for increased awareness and application of empirically validated assessment and intervention approaches specific to ASD populations. Areas of future recommended research also are provided. (Contains 4 tables.)