Visual supports are content provided in a visual manner that help people to navigate and/or make sense of the world around them. The use of visual supports has been identified as an evidence-based practice (EBP), with evidence of its effectiveness when used to address challenging behavior, school readiness outcomes, joint attention outcomes, or used to teach social skills, communication skills, play skills, adaptive/self-help skills, cognitive skills, and pre-academic/academic skills for both preschool and elementary school-age students with ASD (Steinbrenner et al., 2020). Spriggs et al. (2017) list two types of visual supports: visual activity schedules (VAS) and video modeling (VM). The purpose of this article is to provide educators with descriptions of how VAS and VM can be used with Quick Response (QR) codes to extend instruction for young children both with and without disabilities.