Parent and Teacher perspectives of social skills, peer play and problem behaviours in school-age children with Autism Spectrum Disorder (ASD) were investigated. Forty-three parents and 35 teachers of children with an ASD aged between 7 and 9 years completed the Social Skills Improvement System (SSIS), reporting on the social skills and problem behaviours, and the Penn Interactive Peer Play Scale (PIPPS) capturing three dimensions of play: "play interaction," "play disconnection" and "play disruption." Parents and teachers reported similar social skills (SSIS) and peer interaction skills (PIPPS) and similar levels of disruption in play (PIPPS). However, informants differed in their report of play and problem behaviours with parents reporting more play disconnection (PIPPS) and problem behaviours (SSIS), indicating that these may have been highest within the home. Both informants highlighted similar difficulties in children's ability to engage in play, even when invited to do so, and a greater withdrawal from other children resulting in higher peer/sibling rejection across settings. The implications of parent teacher disparity are discussed in relation to home-school collaboration. Identifying factors that contribute to the disparity between informants perceptions may increase understanding and more effective collaboration between parents and teachers, to improve the learning outcomes of student with ASD.