Originally described by Leo Kanner (1943) and recognized as a special education eligibility category by the U.S. Department of Education in 1990 (Individuals with Disabilities Education Act [IDEA], 1990), autism spectrum disorders (ASD) are characterized by deficits in reciprocal social interactions, communication, and interests and behaviors. Even though individual prevalence rates vary by state, published prevalence rate estimates are approximately one out of 150 children, making ASD the most common development disability diagnosed in children. The issue of ethnic disproportionality in children with ASD has important implications for diagnosis and provision of intervention since prognosis for children with ASD improves with early identification. However, previous investigations of ethnicity and ASD have indicated that parents from different cultures have varying points of view regarding ASD symptomology, often leading to a later diagnosis. Given contradictory evidence regarding ethnic representation among individuals with ASD, and the recognition that ethnicity may have an influence on rate of identification as well as subsequent special education placement, this study investigated the characteristics of a sample of children with ASD in Georgia, the classrooms within which they are placed, and the demographics of their teachers. Ethnicity of the child and teacher as well as educational setting were specific variables under investigation. (Contains 3 figures and 4 tables.)