Students with an autism spectrum disorder (ASD) often cannot access reliable mainstream inclusive practice that maximises their progress over time. In response to this, some parents have chosen to home educate their children. Limited research indicates that while parents find the experience beneficial for their child, there is a need for considerably more educational, social, financial support and respite. In relation to gaining appropriate support, a small number of families have managed to combine the home education of their children with an ASD with access to the services of the Schools of Isolated and Distance Education (SIDE). Little is known about this experience in the research literature. To address this deficit, the first part of this paper traces the establishment of a distance education provider in the State of Western Australia (WA). It outlines subsequent developments and describes the variety of students now catered for by SIDE inclusive of students at educational risk. The second part of the paper reports on the findings of a recent constructivist grounded theory study conducted in a metropolitan WA context that examined how parents from two families dealt with the home education of their children with an ASD with the support of SIDE.