This single-case study investigates the effectiveness of video modeling for teaching the Look, Ask, Pick (LAP) strategy to three seventh-grade students with learning disabilities. The participants watched video segments explaining the technique to solve fraction problems. Results from the intervention revealed substantial performance improvements in all students. Descriptive statistics and effect size measures, used to assess the treatment's efficacy, indicated that two students exhibited immediate, progressive, and overall treatment effects, while the third student showed progressive and overall effects without an immediate impact. The effect size measures confirmed strong and statistically significant improvements for all participants. Findings highlight video modeling as an effective instructional approach for students with learning disabilities. Additionally, participant feedback reflected high enjoyment and a perceived enhancement in multiplication skills, suggesting strong social validity for the intervention.