In Australia, the school population in metropolitan areas is increasingly multicultural. School staff must be prepared to teach students from culturally and linguistically diverse (CALD) backgrounds and to interact constructively with their families for desired student outcomes. Interactions with CALD families can be a daunting task for school professionals, especially when adequate support is scarce or nonexistent. The relationships between school staff and CALD parents may become even more complicated when the child is on the autism spectrum or has another disability. This exploratory study sets out to examine how school staff connect with CALD families of their students on the autism spectrum, what difficulties they face, what resources and services are currently accessible to them, and what additional assistance could help build stronger partnerships. Our results indicate that school professionals perceive their relationship with CALD families positively. However, school staff report several difficulties, such as a lack of satisfactory communication due to linguistic barriers, stigma related to disability, cultural incongruity of views on autism, and issues in accessing interpreters. School professionals believe adequate access to translated materials, additional tools to assist conversations, and targeted professional learning opportunities would strengthen their partnerships with CALD families. We conclude that the provision of targeted support would improve outcomes for all involved.