This study aimed to develop an autism training program for general education teachers in inclusive classrooms with students diagnosed with autism spectrum disorder (ASD) and to evaluate its impact on teaching skills and student performance. Despite ongoing training efforts, many teachers report feeling unprepared to effectively teach students with special education needs. A mixed-methods approach was used for data collection, involving eight general education teachers, each with at least one student with ASD in their classroom. The intervention included a training package featuring evidence-based practices (EBPs) such as Functional Behavioral Assessment (FBA), reinforcement strategies, differential reinforcement (DR), modeling and prompts, peer-mediated strategies, behavior contracts, self-management, visual supports (e.g., activity schedules, task analysis, signs, scripts), and post-implementation performance feedback. An introduction to ASD was also provided. Data collected from classroom observations and teacher interviews showed that the training had a significant positive impact on both teachers’ instructional skills and the performance of students with ASD. The results highlighted a strong need for autism-specific training among general education teachers to effectively support inclusive education. Based on the findings, it is recommended that educational institutions implement autism training programs to enhance teacher preparedness and support the successful sustainable inclusion of students with ASD in general education settings.