Autistic children often require support in various competencies during early childhood. Parents and practitioners must collaborate for optimal child outcomes. Previous research indicates that parent-mediated learning supports children's social communication, encourages parent-practitioner collaboration, and fosters parental feelings of support. However, there are limited studies on parent experiences with this intervention approach. The present study explored parent experiences with a new telehealth parent-mediated learning intervention designed to support children's turn taking. Thematic analysis of 10 transcribed intervention sessions revealed the benefits of a mutual parent-practitioner relationship, parental feelings of support, and parent intervention acceptability. These findings are consistent with other studies on the parent-mediated learning approach and have implications for future practices in early intervention. Further research with multiple parents may provide additional insight into this intervention model's acceptability and supportive nature.