This study investigated the challenges faced by educators in managing disruptive behaviors among students with autism in inclusive classrooms. Using a qualitative research design, the study provided a comprehensive analysis of teachers' experiences, strategies, and resilience in navigating behavioral difficulties. The findings revealed that educators rely on emotional endurance, psychological strength, and adaptive teaching techniques to maintain engagement and promote learning continuity. However, the study also identified significant challenges, including limited access to autism-specific training, insufficient institutional support, and the need for stronger collaboration among key stakeholders. Despite these obstacles, teachers demonstrated persistence and creativity in implementing inclusive strategies to support neurodiverse students. The research underscores the importance of continuous professional development, adequate classroom resources, and systemic reforms aimed at strengthening institutional backing for autism-inclusive education. Future research should examine the long-term effects of teacher resilience on student outcomes and explore the role of structured intervention programs in fostering effective behavioral management within inclusive settings.