The current study examined the effects of a modified video prompting procedure, namely progressive video prompting, to increase technique accuracy of shooting a basketball in the school gymnasium of three 11th-grade students with moderate intellectual disability. The intervention involved participants viewing video clips of an adult model who showed progressively chucked steps for making a free throw. We used a single-case, multiple probe across participants design to evaluate the intervention effects. The results of this study showed that all three participants increased the number of steps performed correctly and maintained the skill at the 1-week and 2-week maintenance check without the video viewing. Implications for practice and future research related to video prompting variations are discussed.