Early identification of ASD allows for clinical intervention through mental and behavioral health supports, potentially providing individualized services in the educational setting. This article highlights the research-to-practice gap that exists within evaluations for ASD in schools. Lack of training, variability in assessment guidelines, socioeconomic and sociodemographic factors, and the resource-intensive nature of comprehensive evaluations all contribute to the current gap and to deficits in autism-specific support and intervention delivered in educational settings to children who may never receive autism-specific support in health settings. Strategies are offered to help bridge this gap.