Students with emotional and behavioral disorders (EBD) often engage in behavior that is disruptive in the classroom, impedes educational progress, and inhibits peer relationships. Video modeling has been demonstrated to be an effective intervention for other challenging populations (e.g., autism) and has been identified as a feasible intervention within schools. This review examined the efficacy of video modeling as an intervention for students with EBD. The sixteen studies included are evaluated in terms of participants, intervention procedures, dependent variables, and results. Studies are categorized and discussed according to the behavior targeted for intervention (i.e., increasing peer interaction, increasing on-task behavior, and decreasing inappropriate behavior). Results suggest that video modeling is an effective intervention for each of these target behaviors. However, gaps in the research (e.g., limited social validity data) exist and warrant future research.