PURPOSE: Eating problems are commonly reported as co-occurring conditions in individuals with autism spectrum disorder (ASD) and are also prevalent among typically developing (TD) children. While it has been shown that eating problems in TD children are influenced by social settings, this factor has not been extensively studied in children with ASD. METHOD: This study compared the perspectives of parents and preschool teachers on the eating habits of both ASD and TD children. The study included children aged 29-81 months, 34 TD children, and 31 children diagnosed with ASD who attended special education preschool classes specifically designed for them. RESULTS: The findings revealed that parental and preschool teacher reports were generally consistent, but parents tended to report more severe eating problems for both groups of children. Thus, pointing to the impact of social settings on eating in ASD. Additionally, the reports indicated that eating problems were more severe in children with ASD compared to TD children. CONCLUSION: These findings underscore the significant influence of social settings on children's eating behavior. It is essential for education and treatment teams to recognize that eating habits may vary between home and preschool environments. They should be attentive to parents' concerns regarding their children's eating habits at home and provide appropriate support and guidance.