Many parents of young autistic children report wanting to be more involved in their child's education. Parental involvement is positively correlated with school satisfaction, yet how various involvement activities are differentially related to satisfaction has not been extensively investigated. This study aimed to learn more about satisfaction with and involvement in education using quantitative and qualitative survey data. Parents (N = 45) of young children with autism generally agreed that they were satisfied with their child's education. However, qualitative data highlighted that school-based involvement options were sometimes limited and that involvement could be difficult for busy families. The amount of time parents spent implementing strategies learned from school into everyday life was significantly related to school satisfaction. This finding points to the importance of involvement for generalization of skills across contexts and will hopefully encourage more parent--teacher communication on this topic.