During the pandemic when special education services were about to collapse due to continuous lockdowns and other restrictions, alternative teaching–learning became the major savior for the families of students with autism spectrum disorder in special schools. This study aims to explore and find in-depth the role of facilitators of alternative teaching–learning through mixed-method research (i.e., quantitative study and qualitative study). The first phase of the study consisted of a quantitative survey with a purposive sample of size 100, which includes parents of students with autism enrolled in special schools in and around Kolkata, a metropolitan city in Eastern India, and the second phase includes a qualitative inductive phenomenological thematic analysis of the in-depth interviews of 15 parents with aforesaid inclusion criteria. The study reveals that new techniques of teaching–learning, interventions, and evaluations were adapted to cope during online classes. Moreover, the parents received a lot of support from the school and are now more confident and trained to teach their wards. The study reveals that for future emergencies also alternate teaching–learning can be a crucial support and therefore, further improvement of its facilitators will provide an extra bolster to the special education sector.