Systematic efforts to develop curricula on specialized topics in child and adolescent psychiatry remain limited. This study reports on the design, implementation, and evaluation of a neurodevelopmental disorders curriculum with a focus on autism spectrum disorder (ASD). Faculty members from the Department of Psychiatry volunteered to form a Neurodevelopmental Disorders Curriculum Committee to reach a consensus on specific topics to be taught and teaching methods, including: case vignette, audiovisual material, and test questions embedded throughout slide presentations using Microsoft PowerPoint™, as well as reading assignments. The curriculum was taught to a cohort of 9 trainees in three 2-hour blocks over 3 consecutive weeks in the fall 2020 semester. Lectures were delivered using Zoom™ videoconferencing, and course evaluations measured trainee knowledge in clinical practice and self-confidence in skills relevant to neurodevelopmental disorders before and after the course. Course effectiveness was anonymously assessed before and after the course with a 2-part survey designed to measure knowledge and comfort with assessment, diagnosis, and treatment of individuals with ASD, via SurveyMonkey™. The first part, adapted from Attitudes and Confidence in the Integration of Psychiatry Scale, was a 7-point Likert scale, with the question, “How capable do you feel in...?”, posed for 6 domains, referring to educational goals. The second part was a quiz of 18 multiple-choice questions, developed by the presenters. Pre- vs postcourse comparisons were made via a 2-sample 2-tailed t test with unequal variances. A course evaluation form rating the overall curriculum, teaching methods, and each lecture with open-ended feedback was also collected. The response rate was 100% precourse and 89% postcourse. Course participants demonstrated statistically significant improvements in knowledge of neurodevelopmental disorders and self-confidence ratings in relevant clinical skills. The mean rating for the overall curriculum was 4.8/5 and for teaching was 4.5/5. Results suggest that a systematic, multimodal approach to teaching neurodevelopmental disorders in the context of child and adolescent psychiatry training can significantly improve knowledge and perceptions of competence among trainees.