There is an increasing awareness among researchers and educators that a significant number of males are diagnosed with autism spectrum disorder (ASD) in comparison to females. Recent research has found noted differences related to ASD characteristics associated with females. The differences are particularly noted in females with average to above average intelligence. Multi-informant rating scales, questionnaires, and observations are frequently used within educational settings to aid in the evaluation process of children suspected of having disabilities. Educator knowledge and understanding of phenotypic traits associated with both males and females with ASD is a necessity for proper diagnosis. While some research exists examining the educational experiences and perspectives of females with ASD and their families, there is a paucity of research related to knowledge and understanding of females with high functioning autism spectrum disorder (HFASD) from the perspective of educators. The current study aimed to identify levels of educator awareness concerning females with HFASD within an elementary school setting with the hope of identifying and providing education if needed, regarding areas of misunderstanding of the female ASD phenotype. Elementary educators (n=53) completed a dichotomous survey. Results of the survey indicated that elementary educators are familiar with phenotypic traits of females with HFASD. Additionally, the educators were divided into three subgroups: general education teachers (n=23), special education teachers (n=12), and support staff (n=18). No statistical differences pertaining to knowledge level among the three subgroups were found. Keywords: autism, educator awareness, females, high-functioning autism