Black families and White families are affected by autism in different ways. Little scholarship acknowledges these differences, especially those communicated by Black fathers of students with autism. In this article, I share an evocative autoethnography which highlights how my cultural, familial, and occupational identities intersect and confound my experience as a Black father of a student with autism. The narrative focuses the negotiation between my son's schoolteachers and staff and my wife and I as we determine educational services in his Individualized Education Plan.