The purpose of this paper was to identify video feedback and self monitoring as a positive teaching strategy for improving the public speaking behavior in a classroom setting. An ABA withdrawal design was utilized with four adolescent, male teenage boys (ages 12-18). During the intervention, participants reviewed videotaped probes of their public speaking behavior and completed the self monitoring form. The results of the current study provided mixed results in that while some participants improved in one or more aspects of their behavior, only two of the four participants improved all aspects of their behavior. However, when taken into consideration with the anecdotal evidence provided there is some support for the use of video feedback with self monitoring to improve public speaking performance.