This qualitative phenomenological research study used purposive sampling to explore the perceptions of general education teachers who teach children with autism in the general education setting. Furthermore, this research study analyzed the effectiveness of ongoing professional development that general educators that instruct children with autism receive and their ability to address the academic, social, and behavioral deficits students with autism exhibit. The theoretical framework used in this qualitative study was the adult learning theory of Matthew Knowles (1969). The framework was modified to meet the alignment of this study. Four participants were utilized in this study. All were certified general education teachers. The interview process was a three-phase approach. Interviews were conducted before and after attending professional development training. The results of this study support the notion that general educators that instruct children with autism need ongoing professional development and support in the general education setting in order to effectively address the academic, social, and behavioral deficits students on the spectrum exhibit. [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.]