In 2008 a community-academic partnership was formed between the School District of Philadelphia and our university-based team, Philadelphia Autism Instructional Methods Support. Through this partnership, we conducted a large-scale randomized trial of autism interventions in public schools, which indicated concerns related to implementation fidelity despite high-quality consultation to an evidence-based curriculum. Since the conclusion of the initial study, we have sustained this partnership to continue providing access to evidence-based care for autistic students. In this paper, we describe our iterative process of adapting consultation for autism support teachers, present findings regarding the impact of these services on teacher implementation fidelity, and map elements of our model onto well-established sustainment strategies for implementing change. In sharing this model, we hope to provide a blueprint for organizations conducting similar work and for those interested in empirically testing or applying strategies for sustainment of EBPs in school settings.