In recent decades, educators have been faced with an ever-increasing number of students diagnosed with autism spectrum disorder that require specialized instruction to support learning and processing deficits. As students mature, the demand for individualization continues to be a priority. To address this need, educators must be equipped with instructional tools that can differentially prepare these young adults to become contributing members to the communities in which they live. A large part of this instruction for high school age students includes vocational training to maximize a student's potential to purposefully engage in employment opportunities. Goals of the current quasi-experimental, mixed methods, embedded design study included the empirical analysis of one such intervention, video modeling, as well as capturing instructors' reaction to this particular intervention and the current state of effective vocational instruction for transition aged students with ASD. The dependent variables specifically measured included fluency (defined as the speed at which the vocational task was completed) and independence (as indicated by the number of prompts required to complete the same task). Statistical analysis of these variables concluded that exposure to video modeling as a supplement to traditional instruction did not result in significant changes; nonetheless, practical improvements specifically in independent demonstration of work tasks, were noted to the degree that video modeling should be further explored as viable vocational training option. Opinions of instructors were presented to contextualize findings and future extensions of this research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]