The purpose of the current study was to examine the efficacy of animated video modeling (VM) in promoting acquisition of joint attention and social engagement skills for children with social skills difficulty. The study also sought to evaluate whether acquired skills generalized outside of the research setting. 6 children, ages ranging from 7 – 11 years, participated in the study, which was conducted at 2 different behavioral health clinics in Midwestern Nebraska. Participants were required to meet pre-requisite skills prior to being included in the study. Overall, results of the study found rapid acquisition of both target skills for the majority of the participants. Acquired skills were also demonstrated beyond the treatment setting and person. Further, caregivers reported animated VM was an acceptable treatment approach that was likely to make improvements for their children, reasonable, and could be willingly carried out with minimal concern for time, cost, or undesirable effects. Findings have several important implications regarding the use of animated VM as another type of VM intervention. Limitations and recommendations for future research are presented.