This article presents research that was conducted at the Autism Institute, an organization serving children with autism and their families in the People's Republic of China. The article examines and highlights aspects of the teacher training model at the Autism Institute that have led to the preparation of highly qualified, enthusiastic, and knowledgeable teachers of children with autism. Results of the research indicated that teacher education was highly valued at this organization, and teachers were seen as the most important part of the organization. Teachers received ongoing, systematic and specific on-the-job instruction. One of the most important features of this organization regarding teacher training was found to be the relationships between upper level staff, including instructional leaders, and newer classroom teachers. These relationships were positive and based on mutual understanding and respect, and this has impacted the nature and success of teacher training. Implications for practice are discussed. (Contains 1 table and 3 footnotes.)