Across the disciplines of psychology, the research to practice gap is gaining recognition. This study used an integrated knowledge translation (iKT) framework to evaluate the acceptability, feasibility, and sustainability of delivering an anxiety intervention for children with autism spectrum disorders (i.e., "FYF"), in schools. Five participants (three educators and two parents) offered their perspectives on program strengths, barriers to implementation, and adaptations for the school setting. Qualitative data were collected through focus group discussions and analyzed using thematic analysis techniques. The participants provided valuable information about program structure and considerations for implementation in schools. Results indicated that participants found the proposed modified "FYF" to be acceptable and feasible and recommended pilot testing the intervention. Specific recommendations for adaptations are discussed. This study offers a model for researchers to collaborate with key stakeholders in adapting interventions for use in schools, thereby, bridging the gap between research and practice.