The acquisition of daily living skills (DLS) represents an important component in establishing independence and increasing the quality of life for individuals diagnosed with autism spectrum disorder. Video prompting has become a popular intervention to teach DLS and researchers have used different perspectives when filming the video (e.g., point-of-view, spectator view). This literature review sought to systematically examine research on the use of the point-of-view perspective when using video prompting to teach DLS to individuals with autism. This review investigated the overall quality of the evidence, based on the What Works Clearinghouse standards for single-case experimental design and used Tau-U to calculate the effects of the interventions. Additionally, the researchers examined and summarized various descriptive variables found within this literature. Overall, point-of-view video prompting produced larger to very large effects. Suggestions for future research and considerations are discussed.