We evaluated a video prompting and a constant time delay procedure for teaching three primary school students with moderate intellectual disabilities to access the Internet and download pictures related to participation in a classroom History project. Video clips were used as an antecedent prompt and as an error correction technique within a constant time delay (CTD) procedure. Training, using a 29-step task analysis, was conducted in the students' special education classrooms. The prompting procedure was introduced in a multiple baseline across subjects design. Video prompting was effective in promoting rapid acquisition of the task for all three students. Following acquisition, observations suggested that the new skill was further generalized to another trainer, novel materials, and to another setting. In a final phase then, video prompting was removed and maintenance in the absence of video prompting was assessed at 1, 3, and 18 weeks. Performance decreased at the last follow-up session, but stabilized at 82.7-89.6% correct. These data suggest that video prompting may be an effective instructional strategy for teaching Internet skills to students with moderate intellectual disabilities. (Contains 1 table and 1 figure.)