In the present study, the researchers implemented a video self-modeling intervention for increasing on-task classroom behavior for three elementary school students diagnosed with an autism spectrum disorder. The researchers observed the students' on-task engagement three times a week during their respective math classes. A multiple baseline design across participants was utilized. Throughout the intervention phase, the students' teachers showed each student a video in which each student was successfully engaged in on-task classroom behavior. All videos were viewed prior to the start of math class. After watching the videos, the students resumed participating in their independent math classwork and the researchers observed their subsequent on-task engagement. All three students showed an increase in on-task engagement from baseline to intervention phases. Two of the three students maintained or improved their on-task engagement post-intervention. Implications for practice and future research are discussed.