The aim of the article is to provide a qualitative analysis of diagnosing and meeting the special educational needs of students with autism spectrum disorder (ASD) in rural schools. This issue is of particular importance given the increasing number of ASD diagnoses and the organizational challenges faced by schools in disadvantaged rural environments. The study, based on the statements of 80 teachers, reveals several key barriers to the effective implementation of educational support. The most significant include limited access to specialists (psychologists, speech therapists, sensory integration therapists), overly general and practically unhelpful recommendations contained in psychological-pedagogical documentation, and insufficient communication between schools, parents, and support institutions. Despite these difficulties, teachers demonstrate a high degree of responsibility, creativity, and flexibility in developing their own solutions, often going beyond formal guidelines. Support strategies include individualization of the teaching process, adaptation of the learning environment, the use of visual materials, the introduction of sensory breaks, and close collaboration with families. The analysis also highlights the important role of local communities and governments, which, through investments in staff training and infrastructure, can significantly improve the quality of education. The conclusions emphasize the need for systemic solutions in teacher training and professional development, the creation of interdisciplinary support teams, and the implementation of inclusive educational models tailored to the specific conditions of rural areas. The study confirms that effective diagnosis and support for students with ASD require coordinated action from multiple stakeholders, not just the efforts of individual teachers.