Individual education plan (IEP) quality is a strong predictor of student outcomes and progress towards their goals. In the Republic of Ireland, unlike many other jurisdictions, IEPs are not compulsory, regulated or assessed. Therefore, the aim of our co-produced, mixed-methods study was to identify and understand the IEP priorities of the autistic community as well as educators supporting autistic students in the Republic of Ireland and Northern Ireland. In total, 109 participants completed the survey. Sixty-five of the participants were non-autistic educators, 34 were autistic non-educators, and 10 were autistic educators. Social inclusion, independence and communication were IEP goals prioritised by all participant groups. Promotion of autistic well-being was the primary reason for these priorities. The impact of these findings, particularly as they relate to Initial Teacher Education, is discussed.