The purpose of this study was to compare the effects of three video perspectives: point-of-view, scene view, and a combination of point-of-view and scene view on task completion by three young adults with moderate intellectual disability. The comparison was made, using an Adapted Alternating Treatments Design, across three sets of fundamentally different gift wrapping tasks as each of three students used step-by-step video prompting. Overall, results of the study showed minimal differences in performance across the three students regardless of the video perspective while a combination of point-of-view and scene view camera angle resulted in fewer errors by two of the three students.