This study investigated the effectiveness of a video peer modeling and least-to-most prompting intervention in the school library setting, targeting the instructional delivery of an information-literacy skill to students with Autism Spectrum Disorder (ASD). Research studies have evaluated the effectiveness of video-modeling procedures in the acquisition of social initiation, conversational skills, perspective-taking, appropriate play, and functional skills. However, the literature is limited on the acquisition of academic skills in library instructional programs as effected by video modeling with least-to-most prompting. This single-case, multiple baseline design across five middle school students with ASD used a descriptive approach to measure baseline, video peer-modeling intervention, and withdrawal phases. The results suggest that video modeling with least-to-most prompting was successful in teaching the five participants to access the online library catalog to help them select books for academic and leisure activities. Findings from the current study add to the literature on the use of video-modeling procedures in improving academic skills in students with ASD and can be applied in library instructional programs to strengthen existing educational programs and services for children with ASD.