Many students with disabilities have difficulty acquiring social skills, especially those necessary for employment. Students with autism struggle because of problems with (1) theory of mind; (2) reading facial expressions; (3) auditory processing problems; and (4) a lack of exposure to social conventions. Virtual reality and video have been used for social skills instruction with very young children with autism. However, there is limited information about use of video with secondary students. In this article, the author describes how teachers used videotaped role-plays in "Survivor Bunch," an after school and summer bimonthly social skills class for middle and high school students in the Birdville Independent School District, to allow students with autism or Asperger's syndrome to observe themselves, make helpful suggestions to their peers, and rehearse social skills. Using digital video is a natural fit for these students. As a result of the videotaped role-plays, there were many positive changes that the staff and students observed during class. Parents also reported observing positive changes at home. (Contains 7 figures.)