The study examines the experiences of class teachers and school principals educating students with Autism Spectrum Disorder (ASD) through the ASD class model in Irish primary schools. Research questions emerged from a comprehensive review of the literature and a critical examination of Ireland’s policy on the education of children with ASD and the evidence base underpinning what are termed ASD specific interventions. An interpretative research design was employed utilising qualitative methods of data collection, namely conducting in-depth, individual semi-structured interviews with four ASD class teachers and focus groups with eight school principals. Interviews were also conducted with representatives from the Special Education Department of a teacher education college and organisations involved in the allocation of teaching resources and provision of professional development for teachers and parents. In 1998 ASD was first recognised as a distinct disorder requiring particular provision for some students with ASD through an ASD class model. There is currently in excess of 600 ASD classes in Ireland’s primary schools. This is a relatively new mode of educational delivery. To date there has been little research in the Irish context exploring the experiences of teachers working in these classes or of school principals leading schools with ASD classes. From the analysis of the findings, a number of key themes emerged. Teachers and principals identified new leadership challenges that the ASD class brings, the changes to their workplace dynamics and the value they place on professional learning communities. Teachers valued the principal’s support for their work. Principals outlined a lack of guidance and support from the Department of Education and the National Council for Special Education. Teachers valued access to ASD specific continuous professional development (CPD). Both teachers and principals expressed concerns around difficulties obtaining places on CPD programmes. Teachers also conveyed concern that the content of courses did not evolve in line with their growing knowledge and changing needs. Principals identified an absence of specific CPD for themselves as school leaders. The study’s findings suggest that ASD class teachers and principals are committed to their work but find it challenging and require better supports from state agencies. The study recommends greater clarity on policy for the education of children with ASD and timely provision of appropriate CPD for all staff involved in their education