This study aimed to examine whether or not there was any difference in the effectiveness and efficiency of the presentation of video modeling interventions using peer and adult models in teaching pretend play skills to children with ASD and to examine the views of parents about the study. Participants were two boys and one girl, aged 5-6 years with a diagnosis of autism. An adapted alternating treatments design was used. Effectiveness results of the study revealed that all three participants acquired the target skills via both teaching procedures. In addition, at the end of the study, the permanence of the skills achieved by the participants and their ability to generalize them in different environments, with different people and materials was shown. When the two interventions were compared in terms of efficiency, no significant difference was seen between the use of peer and adult models in the video modeling intervention. Social validity findings showed that parents of the participants expressed positive views of the presentation of both interventions.