Video modeling has been shown to be an effective intervention for students with a variety of disabilities. Traditional video models present problems in terms of application across meaningful settings, such as in the community or even across the school environment. However, with advances in mobile technology, portable devices with video capability are more affordable and more common in many school settings. The purpose of this article is to briefly discuss the research support for and the challenges of traditional video models, and provide guidelines for developing and implementing mobile video models. (Contains 3 tables and 2 figures.)