Over the years, the Hispanic immigrant population in the United States has increased, impacting the education system with higher enrollments. Significant research has reported a high prevalence of neurodevelopmental disorders, particularly autism spectrum disorder (ASD), in children of immigrant parents (Schmengler et al., 2021). ASD originates in early childhood and impacts everyday functioning. Evidence reports that children of immigrants face delays in diagnosis and increased difficulties in accessing appropriate support. These delays are due to the lack of knowledge, education, and barriers faced by Hispanic immigrant parents. In a society that is rapidly diversifying, it is critical to understand the specific sociocultural and systemic factors that impact access to services for these communities (Rivera-Figueroa et al., 2022). This literature review aims to touch base on the Hispanic and Latino immigrant population who have a child with ASD and discuss the many adversities that Hispanic and Latino immigrant parents face. This literature review will provide educators with an understanding of Hispanic and Latino immigrant parents' experiences, perceptions, and challenges of having a child with autism. Furthermore, this literature review will highlight how schools, communities, and families can work together to improve the educational opportunities for this population of students. Schools have the necessary tools and expertise to educate and support immigrant families of children with ASD. [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.]