Video self-modeling (VSM) has accumulated a relatively impressive track record in the research literature across behaviors, ages, and types of disabilities. Using only positive imagery, VSM gives individuals the opportunity to view themselves performing a task just beyond their present functioning level via creative editing of videos using VCRs or video software. In this study, the authors used a single-subject multiple-baseline design across four preschool children on the autism spectrum to determine if self-modeling would facilitate their social initiations during playground time. The results were mostly positive, with two children exhibiting major treatment effects, one with questionable results, and one child being unaffected. Discussion of the results, the practicality of VSM, and suggestions for continued research are provided.