With a number of disparities present in the diagnosis and treatment of children with autism spectrum disorders, the education system plays a crucial role in the provision of both these service elements. Based on school and federal census data, this article examines one state's public school autism enrollment and possible predictors of enrollment within each jurisdiction. The authors' analyses found that actual prevalence is inconsistent with expectations across jurisdictions, with socioeconomic status indicators, race, geographic location, and racial diagnostic discrepancies in special education significantly predicting enrollment. This report exemplifies how secondary analysis of educational data can allow states to better allocate funding, begin to address issues pertaining to lags and unmet standards, and find model systems within their states.