Self-instruction is a pivotal skill that promotes independence and self-determination by allowing individuals to independently access prompts during the acquisition of new skills while decreasing the need for support from another person. Self-mediated video modeling (SMVM) and video self-prompting (VSP) are two methods of video-based self-instruction in which individuals use technology to access visual support while practicing new skills. This study evaluated the efficiency of SMVM versus VSP to teach four high school females with intellectual disability art-related tasks in a school setting. An adapted alternating treatments design was used to compare the effects of SMVM and VSP on sessions to criterion and instructional time to criterion. Results indicated that both SMVM and VSP resulted in an increase in percentage of correct responses across all participants, but VSP tasks resulted in all participants reaching mastery criterion in the fewest sessions to criterion.