Video self-modeling (VSM) is a resource-efficient intervention that has been used to address some of the social and behavioral challenges experienced by children with autism spectrum disorder (ASD). In the current study, a multiple baseline design across three students was implemented to examine whether VSM can be used to increase compliance to classroom requests in students with ASD. Visual analysis was used to analyze the data collected on compliance to classroom requests. A calculation of the percentage of nonoverlapping data points (PND) was calculated to examine how reliably the intervention increased compliance, and TauU was calculated as a measure of effect size. The results indicated that the VSM intervention resulted in modest increases in compliance across all three participants. In addition, teachers and paraprofessionals reported that the VSM intervention was feasible and appropriate to implement in schools. Replication studies are needed to increase the internal and external validity of the current study.