Individuals with intellectual disabilities (ID) and autism spectrum disorder (ASD) often experience barriers to employment, contributing to persistently low employment rates within this population. Proficiency in social and technical skills is essential for obtaining and maintaining employment. One evidence-based approach for teaching these skills is video-based intervention (VBI). This systematic review examined 40 studies evaluating the application of VBI to teach employment-related skills to individuals with ID and ASD. Findings suggest that VBI is a promising intervention for teaching employment-related skills beyond the transition age. Video prompting (VP) was frequently used for technical skill acquisition, whereas video modeling (VM) was commonly applied to teach social skills. However, participant representation was limited, with most participants identified as White males aged 18 to 24, limiting generalizability of findings. Additionally, variation in the readability of task analysis (TA) steps may have influenced intervention outcomes. Despite an expanding evidence base, gaps remain in understanding the optimal number of TA steps and video duration necessary for effective implementation. Future research should assess the readability of TA steps using standardized measures and prioritize recruitment of more diverse participant samples to enhance the applicability of VBI across populations.