National concern about the growing number of identified children with autism spectrum disorder (ASD) has increased efforts in the research field (National Research Council, 2001; Odom et al. 2003; Simpson, 2005) and the U.S. federal government (U.S. House of Representatives, 2005) to provide specific recommendations regarding appropriate educational practices. Nevertheless, school districts remain challenged to articulate recommendations in everyday practice, particularly in light of the noted increase in the number of children eligible for ASD-related services under the Individuals with Disabilities Education Improvement Act (IDEA, 2004), the recognized shortages in special education service providers, and the significant increases in per student costs. This article describes how one school district, the Huron Intermediate School District (Huron ISD) responded to this challenge for their pre-K through elementary students with ASD, while still maintaining their commitment to the practical application of established research-based practices for all students. Key features of the program and its implementation as a team-based process are described. Initial data on student outcomes is also presented. The implications and importance of developing a programmatic framework of evidence-based practices to bridge research to practice is discussed. (Contains 1 table and 4 figures.)