This Autistic-led phenomenological qualitative study explores the experiences of Autistic Teachers in the Irish Education system. While autism has received attention in Irish educational research, it is notable that Autistic teachers are under-researched. This study was conducted by an Autistic teacher-researcher and used Interpretative Phenomenological Analysis to design and conduct semi-structured interviews with four Autistic teachers to address this significant gap in the literature. In thefindings, participants described strengths including using monotropismadvantageouslyintheir teaching and the ability to form strong and empathetic relationships with their pupils. Experiences with colleagues were often influenced by a lack of autism-related understanding and sometimes stigma and negative biases. The physical, sensory, and organisational environments of schools had an overall negative impact on participants’ experiences. Recommendations resulting from the study include a need to increase whole school knowledge of autism and to encourage neurodivergentfriendly environments. The findings suggest that increased awareness is needed across the Irish education system including initial teacher education (ITE), professional development (PD), and support services. What support to provide, how to provide it, and to whom provide support to are areas for future study emerging from the research. Findings have implications for future practice, policy and research.