The increased prevalence of autism has created an increased challenge for teachers to incorporate specialized teaching strategies to address the unique educational and behavioral challenges facing children diagnosed with autism. Providing teachers with educational training opportunities will promote such learning. In the academic world, experiential learning opportunities are used to provide a bridge between didactic coursework and on-the-job practice that fosters skill acquisition and critical thinking. Video self-monitoring (VSM) is one type of learning strategy used in experiential learning environments to develop critical thinking by building on direct experiences, performance feedback (PF), and reflection (R). This study investigated the impact of an experiential teacher training package, consisting of VSM, PF, and R with and without mentoring on sustained and generalized teacher performance of two dependent variables--Learn Unit (LU); Rate of Effective Instruction (ROI). In this exploratory study 6 female teachers instructed seven 3-5 year-old autistic children. Teacher performance on LU and ROI was evaluated three times: Phase 1, after a 2-hour workshop; Phase 2, after training- using the VSM. PF, R with and without mentoring; Phase 3--follow-up with VSM. PF, R and mentoring removed. Findings revealed that while VSM, PF, R appeared to enhance teacher performance and sustainability of procedural integrity, the greatest and most consistent improvement was observed among teachers who received mentoring as opposed to those who did not. Practical applications of this experiential learning teacher/educator training package for the advanced education of teachers and health science professionals working with this population are highlighted.