This study examined if a functional relationship exists between video modeling (VM) of peer models and increased outcomes in social communication goals for preschool-age children in an integrated public school setting. Six preschool students received the VM treatment in the classroom using a withdrawal design (A-B-A-B-C); two additional students (comparison group) received treatment-as-usual (i.e., group instruction with individual support). All six treatment group students demonstrated an increasing trend across treatment sessions, with higher response rates than during baseline sessions; two participants showed less variability and a positive trend in the pull-out setting with fewer distractions. The two comparison participants did not show any gains from treatment-as-usual; however, positive gains were immediately noted after subsequently introducing VM. Using peer models in VM increased attention to videos and generalized to imitation of other social communication behaviors. Both push-in (i.e., individual treatment in classrooms) and pull-out sessions proved beneficial.