Motor delays and abnormalities are common in individuals with autism spectrum disorder (ASD). Existing literature indicates neurotypical (NT) siblings can bring unique advantages in promoting skill acquisition for their brother/sister with ASD when they serve as intervention agents. However, NT siblings' involvement in motor interventions for individuals with ASD and their perceptions of teaching their siblings with ASD are limited to our knowledge. To inform the design of feasible and effective motor interventions for children with ASD with NT siblings acting as intervention agents, this qualitative study aimed to gain insights into NT siblings' and their caregivers' perceptions of prospective sibling-guided motor interventions. Semi-structured interviews were conducted online with 10 NT siblings of children with ASD (9.00 ± 2.98 years) and their primary caregivers (36.00 ± 4.71 years). Data were analyzed using thematic content analysis. Most families reported NT children are willing to support and teach their siblings with ASD, but only about half of them were confident in teaching and had experience teaching their brothers/sisters with ASD. NT siblings indicated experiencing some difficulties interacting with children with ASD due to characteristics related to ASD. Also, NT siblings' knowledge about ASD and available recourses to understand how to interact and support children with ASD were limited. In addition, this study uncovered preferences of caregivers and NT siblings related to the design of sibling-guided motor interventions (e.g., setting, format, time in a week, frequency, and intervention component/activity). This study provides meaningful direction for future sibling-guided motor interventions for children with ASD.