The purpose of this study was to compare the effects of two forms of video modeling: video modeling that includes narration (VMN) and video models without narration (VM) on skill acquisition of four adolescent boys with a primary diagnosis of autism enrolled in an Extended School Year (ESY) summer program. An adapted alternating treatment design was used to compare the effectiveness and efficiency of both video modeling interventions with a baseline, comparison, replication, best treatment (when applicable), and maintenance condition (when applicable). Results indicated VMN was more efficient for two out of four participants. Narration was not a critical component of video modeling for the other two participants, although both indicated a preference for VMN over VM.