The purpose of the present study was to compare the effectiveness and efficiency of simultaneous prompting with and without video modeling in teaching food preparation skills to four participants with autism spectrum disorder, whose ages ranged from 5 to 6 years old. An adapted alternating treatment single-case experimental design was used to compare the procedures used in the study. The study findings demonstrated that both procedures were equally effective in promoting the acquisition of the food preparation skills for three of the participants with autism. Simultaneous prompting with video modeling was more effective for the remaining participant. Mixed results were obtained regarding the effectiveness parameters. Although mixed results were obtained during the study regarding effectiveness, it can be said that there was only a small difference in favor of simultaneous prompting using video modeling.