Since placement and treatment are so important both to a student’s progress and educational growth and the school’s legal obligations, it is imperative that researchers and practitioners explore the factors that impact placement decisions and work to understand parent perceptions of Individualized Education Program meetings (Fish, 2006). Families choose the placement and treatment for their child diagnosed with Autism Spectrum Disorder for a variety of reasons (Matson & Williams, 2015). This study expanded on the previous research by incorporating family perceptions of the process as well as their decisions related to placement and treatment. We explored why families of children with Autism Spectrum Disorder chose specific placement or treatment types for their child (e.g. Applied Behavior Analysis), as well as examined the family’s perceptions of the Individualized Education Program process and meeting for their child. The results included information related to why families chose a specific placement or treatment for their child, who influenced their decisions, and if a Board Certified Behavior Analyst was seen as the expert related to placement and/or treatment for their child. The results are discussed in terms of how they impact practice for Board Certified Behavior Analysts participating in the Individualized Education Program process.