The aim of this program evaluation was to determine if there was knowledge and positive attitudes from three different stakeholder groups -- parents, administrators and staff- regarding a Community Based Instruction (CBI) program implemented in a self-contained classroom for students with autism in the elementary school. The program is designed to promote generalization of skills outside of the classroom in the school community. While performing jobs within the school community, job skills, career interests, work behaviors, and self-determination skills are also addressed. A mixed methodologies approach was utilized to determine the attitudes and knowledge regarding the program. There were 74 stakeholders that participated in the quantitative survey and 25 stakeholders that participated in the qualitative focus groups. Quantitative results from a survey and qualitative results from the thematic analysis from three separate focus groups indicate that there is positive knowledge and positive attitudes regarding this program. There were differences found in attitudes between administrators and parents as well as differences in attitudes between stakeholders who had more exposure to the program. Six themes emerged from the thematic analysis; positive attitudes about the program, culture of inclusion and belonging in the school community, authentic skill development, self-esteem and self-determination through roles and identities, stakeholder expectations for the students and program expansion and enhancement. Results from this study indicate stakeholders are supportive of developing job skills, work behaviors, career interests and self-determination skills in elementary school. Results from this program evaluation have implications for teaching strategies and expanded roles of related service providers.