Legislation and policy within Croatia, the Republic of North Macedonia and Poland supports the educational inclusion of children with autism; however, such inclusion is nascent in these countries. A survey of experienced teachers working directly with children with autism in both inclusive and special schools was undertaken in winter 2018-19. Five hundred and sixty questionnaires were distributed and 340 returned (61% response); after cleansing, 242 responses were analysed. Over a quarter of respondents had received no instruction regarding autism during initial teacher education; almost half had undertaken no continuing professional development on the topic. Special school teachers reported higher overall confidence, but levels remained low within a number of key domains. Teachers identified a need for appropriate teacher education regarding theory, relevant practical strategies and mentorship/supervision. Implications regarding inclusive practice and teacher education in these countries are identified.