Research strongly suggests that visual supports, such as pictures, prompts, cue cards, story boards, graphic schedules, and diagrams, have been effective for providing instructional structure for a wide variety of children and for multiple activities. Making successful transitions from one activity to another is difficult for many children, especially those with cognitive, language, or behavioral disabilities. The length of time to transition between content areas, for example, math to reading or from one classroom to another, is directly relevant to the amount of time available for student engagement in an expected task. In this study, a classroom teacher designed a transition intervention to facilitate the expected behaviors for entering the classroom and engaging in seatwork. She measured the effect of the combination of video modeling (VM) and cue card on the behavior of six 4th graders identified as needing assistance related to on-task behaviors. VM provided the students with a demonstration of the entire transition sequence beginning with entry into the classroom and ending with the expected seatwork. The cue card provided directions for expected time needed to predict effectiveness of the intervention, and what if any fading schedule with the video model or cue card should be implemented. (Contains 2 figures and 3 tables.)