Federal mandates require special education teachers to implement evidence-based practices (EBPs) to support student learning to the extent practical. There are 28 identified EBPs specifically designed for teaching students with autism spectrum disorder (ASD). Preparing special education teachers to implement EBPs with fidelity remains a challenge. Planning and executing professional development (PD) targeting EBPs is typically a role assumed by special education administrators. This qualitative phenomenological research study examines special education administrators' capacity to develop and implement effective PD around EBPs identified for students with ASD. Findings suggest special education administrators are committed to improving classroom-based application of EBPs specific to meeting the unique needs of students with ASD through collaborative efforts. Challenges exist related to the gap between knowledge and practice and the duality of systems in education.