When parents of children with ASD are offered systematic instruction processes, achieve positive results. However, these positive result are possible when families are provided systematic instruction and they implement these methods with their children with high reliability. For various reasons, parents don't have the opportunity to learn evidence-based practices. The present study aims to collect in-depth data on the instructional practices of parents of children with ASD who previously did not participate in any systematic intervention for the education of individuals with ASD. Ten children diagnosed with ASD between the ages of 0-6, their parents and teachers participated in the study. In the study, data were collected with semi-structured interviews conducted with the parents. Furthermore, information was obtained from teachers about children with ASD and the practices implemented by using information forms. Results indicate that parents can use effective practices while working with their children at home, and they can adapt a certain level of materials and environment by observing educational practices and their own efforts; however, they still need support to implement these interventions with high reliability. Furthermore, it was revealed that teachers were important resources for the parents to continue their children's education at home.