Families of children with an Autism Spectrum Disorder (ASD) exhibit decreases in cohesion and adaptability, increased social isolation (Higgins et al., 2005), higher levels of marital dissatisfaction (Hastings et al., 2005), and overall disruption to daily life (Bristol et al., 1988). Research has provided evidence of higher levels of stress, depression, and anxiety (Moes et al., 1992), and lower levels of parenting ability (Bristol et al., 1988) in both mothers and fathers of children with ASD. Moreover, the sparse research on Quality of Life (QoL) specific to ASD has suggested QoL is also compromised (Lindholm, 2007). Research with families of children with ASD has demonstrated the positive outcome of parent training (Ingersoll & Dvortcsak, 2006; Koegel et al., 1996). Specifically, these studies examined the effect of training parents to become treatment providers for their children. Few studies have taken parent training a step beyond assisting parents in providing treatment, making the curriculum more integrative. What is known is that the discussion of additional support components may increase parent's maintenance of skills in implementing intervention techniques (Stahmer & Gist, 2001). The aim of this study was to examine the effect of an Integrative Parent Education Program (IPEP) on knowledge gain, comfort in managing challenging behaviors, and QoL in caregivers of children diagnosed with an ASD, utilizing a within-group, repeated-measure research design, with an additional between-subject single point comparison. Participants were 35 primary caregivers of children diagnosed with a diagnosed ASD, assigned to either the IPEP (n = 19) or Treatment as Usual (TU) condition (n = 16). All participants endorsed behaviors that were challenging to manage. Caregivers in the IPEP condition attended a total of four modules. Course topics included general information on ASDs, typical development, efficacious treatments, principles of ABA, behavior management, facilitation of social and communication skills, and family stress. Pre- and post-measures included multiple choice quizzes and exams for IPEP curriculum, Likert scale ratings of comfort in managing challenging behavior, the CEQOL, and the PedsQL. Results revealed significant knowledge gain for IPEP participants both within module administration and from pre- to post-intervention. Caregiver ratings of comfort with behavior management and QoL remained constant, while caregiver stress increased slightly. It is possible such improvement in QoL lags behind the increases in caregiver knowledge and comfort in managing behaviors. Future research should incorporate experiential with didactic teaching strategies to reduce stress and increase competency, should assess the longitudinal effects of an IPEP on QoL, and should determine the role that caregiver stress may play in moderating QoL. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]