Introduction: Although research related to children with Autism Spectrum Disorder (ASD) entering school has described on one hand parents' dissatisfaction with school systems and on the other teachers' struggles to support with those children, links between both perspectives on the same child have been less examined. The objective here is to present the mutual experience of parents (perceptions of support, partnership, empowerment and family quality of life) and teachers (sense of self‐efficacy; efforts to support children and families) as children with ASD transition from kindergarten to first grade. Methods: A multiple case study approach was used to explore the transition of 8 students with ASD in the Montreal area. Using IPods in a photovoice approach, 50 interviews were conducted to describe changes over time (9 months) in special and mainstream classes. Results: Results illustrate similarities across cases; such as, a very high level of parents' involvement and a common teacher's willingness to support the child and his family. Differences were found such as parent advocating more for their child rights in a mainstream context, and special education teachers struggling more with academic learning. Implications: Implications regarding the principle of inclusive education will be discussed based on paired data from parents and teachers.