This study evaluated the effectiveness of point-of-view video modeling in teaching selected toy-play skills to two preschoolers with autism. This type of modeling involved the experimenters carrying or holding the video camera at eye level (from the child's perspective) and without recording models (persons]) to show the environment as a child would see it when he or she was performing the targeted skills. The researchers used a multiple-probe design across two children and two behaviors to evaluate the effect of the point-of-view modeling on the children's acquisition and maintenance of play actions. They used generalization probes to assess the degree to which the participants used the new skills across novel toys and during classroom activities. The results indicated that point-of-view modeling was an effective tool for teaching toy-play actions to preschoolers with autism. The authors discuss the extension of current video modeling research and implications for home and school interventions.