The effectiveness of simultaneous and delayed video modeling when used by three middle-school students with moderate intellectual disabilities was examined. Alternating between modeling systems, students were taught to use the public library computer to locate specific book call numbers and use the Dewey Decimal Classification System to locate specific books and DVDs in the library. An alternating-treatment design with withdrawal, preference, and generalization conditions was used to illustrate the effectiveness of the video modeling systems on each student's task performance. Results indicated that both systems were effective for increasing independent student performance. Additionally, the preferred modeling system was the more effective system for two students, resulting in greater independent performance than when using the nonpreferred system.