In this qualitative constructivist study, 36 Israeli preschool teachers who work with children with autism spectrum disorder (ASD) were asked how they perceive the role of parents of children with ASD in their work. Data gathered in semi-structured in-depth interviews are analyzed via grounded theory. The findings show that preschool teachers attribute four roles to parents that complement four roles they attribute to themselves: they are trainers, with parents as their apprentices; service providers, with parents as their customers; therapists, with parents as their 'patients'; and full-fledged partners. When parents adhere to their assigned roles, teachers are empowered and their experiences validate and corroborate their own perceived roles. When parents transgress their assigned roles, teachers are affected negatively and most are disappointed and frustrated.