Video self-modeling has been proven to be effective with other populations with challenging behaviors, but only a few studies of video self-modeling have been conducted with high school students with emotional and behavioral disorders. This study aimed to focus on analyzing the effects of video self-modeling on four high school students with behavioral disorders across a variety of behaviors, including laughing out obnoxiously, using profanity, and requesting help. The results revealed that all four participants exhibited immediate and significant gains upon implementation of the video self-modeling intervention and that those gains were maintained after cessation of intervention. Implications of this study showed that video self-modeling may represent a positive behavior change intervention worthy of consideration for high school students with emotional and behavioral disorders in inclusive classrooms.