Students with mathematics learning disabilities (MLD) often require more intensive intervention in addition to quality core mathematics instruction. This research evaluates the effects of a point of view video modeling (POVM) intervention including virtual demonstrating of concrete mathematics manipulatives to teach simplifying fractions. Three students receiving educational services for MLD participated in the study. This study employed a single-case multiple probe across subjects experimental design with visual analysis as the primary method of data analysis. To evaluate effects of the intervention, Tau-U was calculated. Intervention Tau-U was calculated at 1 for two students and at 0.80 for the third student. All three students favorably maintained the skills after the completion of the intervention (n = 2, 100%; n = 1, 80%), however, performance decreased when transferring skills to word problems (n = 2, 40%; n = 1, 0%). Overall, the intervention appeared to be effective to teach.