Objectives <p>This study conducted an exploratory investigation of therapist views on therapeutic processes in mindfulness and adaptations required for adolescents with autism derived from their clinical experiences.</p> Method <p>A questionnaire was administered to capture demographic and professional background information of study participants and Interpretative Phenomenological Analysis (IPA) was the methodology chosen to analyse data gathered from semi-structured interviews conducted with 11 therapists.</p> Results <p>IPA was adopted to explore experiences of therapeutic processes. Therapists were found to emphasize skills which help clients shift attention away from the mind, observe without reacting, allow for good and bad experiences, and silence the inner critic. Challenges identified by autistic adolescents and neurotypical counterparts include misconceptions about mindfulness, over-reliance on cognition, lack of trust, and over-aroused interoceptive system. Autistics faced additional barriers with discomfort with ambiguity, poor mind–body awareness, attention and sensory difficulties, and rigidity. Cultural differences influenced how mindfulness was received. To help autistics acquire skills, therapists made autism-specific adaptations including setting up clear routines, avoiding ambiguous language, pairing inquiry with visual or concrete teaching tools, and pacing introduction of mindfulness exercises.</p> Conclusions <p>This exploratory study has contributed to our understanding of how mindfulness skills are transmitted within a therapeutic relationship. Our findings provide important clinical considerations for adaptation to the adolescent autistic population derived from the experiences of therapists.</p> Preregistration <p>This study is not preregistered.</p>