This study examined issues of psychological contract violation between parents of children with autism spectrum disorder and school districts that serve them. As such, the sampling strategy was to focus on parents who were dissatisfied with the educational services their child was receiving from the school district so that the parents' "lived experience" could be fully explored for ways in which to reduce negative outcomes. Input was also obtained from school personnel. Issues regarding psychological contract violation, trust, and procedural justice in the context of the perceptions of parents of children with autism spectrum disorder and their relationship with the school personnel in the districts that serve their children are discussed.