The purpose of this paper is to examine the effects of using Video Modeling on spontaneous requesting for preschool-aged children with autism. The dependent variable is the frequency of spontaneous requests made by each participant. The independent variable is the Video Modeling intervention. The researchers used a multiple baseline across participants’ design to compare between the number of spontaneous requests made by each participant during baseline, intervention, and maintenance phases. As a result of implementing the Video Modeling intervention, all three participants demonstrated an increase in spontaneous requesting. All participants maintained the behavior requesting skills three weeks after the intervention and after coming back from a three weeks' winter break.