The purpose of this study is to identify novice teachers’ perception of their preparedness to teach a class designed for students with autism spectrum disorder (ASD) after graduation from a traditional university-based special education program or from a special education alternative certification program. Teacher preparedness and the need for highly qualified teachers of students with ASD are relevant topics, as the prevalence rate of ASD continues to increase. This phenomenological qualitative study explores novice teachers’ perceptions of preparedness to teach students with ASD and their knowledge about teaching students with ASD. Semi-structured, in-depth interviews were conducted with six novice special education teachers of students with ASD. Results indicated that novice teachers of students with ASD have knowledge of autism and evidence-based practices (EBP), which they ascertained primarily through experiences such as; working directly with students with ASD, however, preservice education programs provided the participants with cursory information related to knowledge of ASD and EBP.