Emphasis on families' involvement in the education of children with disabilities is evident in the Individuals with Disabilities Education Act (IDEA) and in published best practices. However, most of the research related to families of children with disabilities has focused on mothers' experiences, involvement, and needs. There is limited information about the experiences and roles of fathers of children with disabilities. In this study, seven fathers of children with autism spectrum disorder were interviewed about their perceived roles, responsibilities, and support needs. The findings and the implications are discussed.