To date, there has been little research into the school's practices that influence caregiver involvement in the education of students with autism spectrum disorders (ASD) that gives voice to both families and teachers, and little research has used a mixed-methods approach. In contrast to those studies that mainly concentrate on qualitative inquiry to increase our understanding of caregiver participation, the purpose of the current study was to evaluate caregivers' and teachers' satisfaction with the school's collaborative efforts through both quantitative and qualitative methods. Researchers used a mixed-methods design to focus on measuring caregiver and educator satisfaction with the critical components of collaboration identified in the literature, which were grouped into recurring themes: educational practices, family-centered practices, and collaborative practices. Two major research questions guided this research: (1) With what practices related to collaboration in the education of students with ASD are parents and teachers most satisfied?; and (2) Which of these practices predict overall satisfaction with the collaborative process for parents and teachers? Twenty-eight caregivers and 102 educators of children with ASD participated in this study, for a total of 130 participants. Participants ranged in age from 22 to 75 years (M = 49, SD = 11.3). A Web-based questionnaire consisting of open-ended and Likert-type rating scale items was designed for this study. Following demographic questions about age, gender, state of residence, and role in working with children who have ASD, the survey instrument included questions to caregivers and teachers about their satisfaction with the educational practices and collaborative efforts of their children's school. The results suggest that special educators should strive toward a deeper understanding of caregivers' perspectives so that school professionals can use this information to be proactive in establishing meaningful partnerships that meet the academic and social needs of students with ASD.