Supporting students with autism spectrum disorder (ASD) in rural areas presents unique challenges due to limited resources and access to specialized services. Effective strategies include ensuring the provision of Free Appropriate Public Education (FAPE) through Individualized Education Programs (IEPs) tailored to the student’s needs. However, obstacles such as shortages of qualified professionals and limited access to interventions may hinder the provision of FAPE. Creating supportive environments that prioritize collaboration among educators, parents, and service providers is crucial. Utilizing telehealth and integrating technology into education can bridge geographical barriers and enhance access to services. Comprehensive data collection facilitates informed decision-making and monitoring of student progress. Behavior support strategies and parent involvement are integral to promoting positive outcomes. Additionally, postsecondary transition planning and teacher training programs must address the unique needs of rural communities. Overall, prioritizing collaboration, leveraging technology, and ensuring equitable access to resources are essential for effectively supporting educators and students with ASD in rural areas. The following describes what we currently know about the lack of resources available for both educators and students with ASD in rural areas as well as considerations for practice.