Autism diagnoses present unique parenting challenges and opportunities for growth. The central aim of this study is to gain understanding of the psychosocial needs of parents during their child's assessment, diagnosis and initiation into the world of special education. Data was collected through semi-structured interviews with three mental health clinicians that deliver parent-focused interventions in the Bay Area. Participants drew upon their experience with a diverse scope of clients to describe parents' most salient needs for support. Each participant self-identified as a mother of a person with special needs; the participants' combined personal and professional positionality led an in-depth portrait of parents' experiences adjusting to their child's diagnosis while navigating new systems, information, roles, and responsibilities. Although each participant had different perspectives and experiences, there was consistency in what they reported to be parents' most critical needs for support. Analysis of the interviews revealed that parents benefit from psychosocial support to normalize, contain, and express intense emotion with people 'who get it;' that meaningful support for parents must take a multi-system approach; and that with the right support, parents often experience positive growth in their lives directly related to the circumstance of their child's disability. The current study emphasizes the need for parent-focused interventions that are responsive to a family's positionality and offer social support in the form of expert companionship. Furthermore, this study brings awareness to the relationship between parent-focused intervention, post-traumatic growth, and the cycle of parent support in the context of early childhood autism diagnosis.