Autism spectrum disorder (ASD) is a complex, lifelong neurodevelopmental condition characterized by difficulties in social communication, restricted interests and repetitive behaviours (American Psychiatric Association, 2023). Although interventions at an early age increase the level of functionality of children, support is also needed throughout primary education. Croatia is a signatory to conventions and documents by which it is obliged to provide inclusive education to students in need. Speech therapists also play a major role in ensuring appropriate adjustments and supervising their implementation. Although more and more literature focuses on the specific psychological-communication-educational profile of children with ASD, there’s a lack of research in Croatia on the experiences of school-based speech and language pathologists (SLPs) in working with children with ASD in schools. The goal of this research is to gain insight into: 1) the roles of SLPs in schools in relation to children with ASD and the forms of the provided support, 2) the areas in which SLPs feel most confident, 3) the collaboration of speech therapists with other professional colleagues and teachers and 4) adaptations that schools provide to children with ASD. Semi-structured interviews were conducted with 10 SLPs employed in schools. The participants answered questions from the questionnaire compiled for the purposes of this research. Interviews were manually transcribed, and data analysis was conducted using the Clarke and Braun (2006) thematic analysis model. The qualitative analysis program MAXQDA 2024 (VERBI Software, 2021) was used. The following topics emerged following the analysis: "Speech therapist as a professional associate of the school", "Inclusive education", "Experiences in cooperation" and "Work challenges". Through the highlighted topics, SLPs reported on their responsibilities working with ASD in schools, the forms of support they provide, challenges they face while collaborating with teachers, other experts and parents, and the challenges regarding the school system and specific characteristics of children with ASD. In view of the increase in the number of students with ASD in regular classrooms, SLPs emphasize the increasing importance of good-quality collaboration to achieve a stimulating and tolerant educational environment.