Purpose: This paper discusses the elements of successful university-level, cross-disciplinary course development using best practices to foster richer relational networks and to meet the complex demands of education and treatment for children with autism spectrum disorder (ASD). Design/methodology/approach: The three authors created and taught a class on best practices in autism nine times. The authors assessed the knowledge base and attitudinal changes of undergraduates (most in psychology, speech pathology and audiology, and education) for two of the nine cohorts who were being prepared to work with individuals with ASD. Findings: Pre- and postmeasures indicated significant improvement in knowledge and a predisposition to working in interdisciplinary teams. Anecdotally, a number of students indicated in course evaluations that this was their best undergraduate course. Practical implications: The program development and research have pertinent implications for faculty who are preparing students for professions in which teamwork will be expected, for faculty preparing students to work with individuals with ASD and for any faculty who wish to engage in cross-disciplinary, collaborative teaching. Originality/value: This is a unique look at best practices of college course development and best practices of the multiple professional fields for which students were being prepared. It was done across three different colleges within a university.