Background: The National Autism Center's National Standards Project (Steinbrenner et al., 2020) highlights parent-implemented interventions as evidence-based, behaviorally focused practices in which parents take the lead in using interventions with their child. Parent-Child Interaction Therapy (PCIT) is a behavioral parent training program designed for young children exhibiting disruptive behaviors (McNeil & Hembree-Kigin, 2010). PCIT has demonstrated effectiveness in addressing disruptive behavior disorders in children, and recent research indicates promising results when incorporating aspects of PCIT with children with autism. Purpose: The current study employed a qualitative methodology to gain in-depth insight into parents’ experiences and perspectives on participation in PCIT with their autistic child. Purposive sampling was used and participants were recruited from the PCIT clinical listserv. Participant conversation was guided by a semi-structured interview and conducted over a tele-conferencing platform. Interviews were transcribed and then examined using thematic analysis. Methods: Eleven parents of children with autism participated in the study, comprising eight females and three males. Seven participants self-identified as White, three as Black, and one as Hispanic. Eight had completed PCIT, two were in treatment, and one had discontinued treatment. The overarching theme of this research reveals parental satisfaction with PCIT as an intervention for addressing behavioral challenges in autistic children. Participants reported being satisfied with the neurodivergent-affirming therapy space, sharing how it positively influenced their lives by offering practical strategies to manage challenging behaviors and improve the parent-child relationship. Results: Using thematic analysis, four sub-themes emerged to clarify various aspects contributing to participants’ overall satisfaction with PCIT: (1) child-directed interactions strengthens the parent-child relationship, (2) parent-directed interaction’s impact on challenging behaviors, (3) PCIT’s applicability to autism and (4) the therapist’s contribution to the process. Conclusion: The findings from this study can help guide future PCIT clinical practice by assisting therapists in making autism-informed modifications and adjustments to PCIT while maintaining the therapy’s core components.