The purpose of this qualitative case study was to examine why special education teachers view support as important, how they believe they receive support, and how they identify the best sources of training in evidence-based teaching practices for students with Autism Spectrum Disorder. The theoretical foundation for this study was distributive leadership theory. The participants in the sample were 19 elementary special education teachers in Northeast Missouri. Data sources to gather information were semi-structured interviews, a focus group, and archival records. Data were analyzed using open and axial coding to result in the following themes: RQ1) teachers view a consistent team as essential for social/emotional support, teachers view themselves as more competent and knowledgeable with more training, teachers view support as important to meet the individual needs of students; RQ2) teachers believe they receive support from school sources, teachers believe they receive support from district sources, teachers believe they receive support from outside sources, teachers believe they receive support in a variety of forms; and RQ3) teachers use their own knowledge and search for themselves, teachers seek or receive guidance from others, teachers had a lack of training knowledge and opportunities and teachers look for applicable forms of training. Results showed that teachers found support and training to be important in teaching students with ASD, and teachers had to glean support from others or do their own searches to find that needed support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]