An established research base exists for using video modeling to teach students with severe disabilities. However, the application of this strategy for teaching academic skills to students with a learning disability is less known, particularly in secondary mathematics. Video modeling provides a resource for supplementary instruction using age-appropriate technology to support student learning. To explore the use of this strategy in algebra, this study assessed video modeling paired with a system of prompting to teach three secondary students with a mathematics learning disability how to graph linear equations. Using a single subject multiple probe design, the researchers found that student performance across multiple measures, including problem-solving accuracy and independence, improved for all three students during treatment phases. These results and their implications for the broader field of mathematics education are discussed.