Children begin to show symptoms of neurodevelopmental disorders early on in their development. Providing early intervention that is culturally responsive to both families and the child receiving the service is vital for the child's growth. The purpose of this study was to qualitatively explore 14 Latin American Spanish-speaking parents' reactions to and perceptions of Communication Interaction Training on Autism for Spanish-speaking caregivers (CITAS), a waitlist-style parent-mediated program that focuses on teaching parents strategies to support their child's language development and enhance learning. Focus group, interview, and field note data were analyzed using the Ecological Validity Framework to determine areas of cultural fit and cultural misalignment. Notably, participants demonstrated appreciation for the CITAS program, including several specific elements that provided unique cultural fit. Some logistical and contextual challenges were also identified. Implications for research and practice are discussed.