This study compared the effectiveness of two curricular models of professional development to increase teacher repertoires for instructing students with autism. Specific focus was on the use of a Blended Model of professional development in comparison to a Behavioral Model of professional development in regard to increasing teacher knowledge, teacher self efficacy, teacher self report and teacher application of instructional methods, strategies, and learning supports with students with autism. The findings suggest that when the goal is to specifically increase teaching repertoires for applying instructional methods, strategies, and learning supports to students with both mild/moderate and severe autism the blending of both behavioral and socio-emotional approaches for teaching students with autism may be more effective.