Saudi Arabia (Saudi) and the United States (U.S.) both have procedures in place for identifying and serving individuals with autism spectrum disorders (ASD) in the general classroom setting. To determine differences in teachers' attitude towards autism in Saudi and the U.S., data were gathered, compared, and contrasted from both general education and special education teachers in both countries. The Autism Attitude Scale for Teachers (AAST) is a brief assessment of teacher beliefs that was used in this research. Results indicated significant differences in responses between the Saudi and U.S. teachers on 10 of 14 questions asked concerning teacher attitudes towards students with autism. Although the educational regulations governing autism in Saudi schools were introduced and modeled after U.S. legislation (Alquraini, 2012), teachers in Saudi tend to teach students with autism separately and not in an inclusive environment. The negative responses gathered through the survey seemed to relate to a fear of possible problem behavior from students and insufficient awareness of the characteristics of autism. Recommendations were made for additional exploration into teacher training using various technology applications.