Technology provides educators with significant advantages in working with today's students. Video selfmodeling (VSM) is an evidence-based intervention requiring the use of technology that has been successfully used to address problems that children experience in schools. The present study tested a model of predicting educators' use of technology-based treatments by accounting for perceived usefulness, perceived ease of use, and treatment acceptability. Eighty-one interventionists completed a survey designed to measure perceptions of VSM. A factor analysis supported a three-factor model for the data (i.e., usefulness, ease of use, and treatment acceptability). A sequential multiple regression indicated that a significant portion of interventionists' intention to use VSM can be accounted for by perceptions concerning the usefulness of digital camcorders, the ease of using digital camcorders, and the acceptability of the treatment. Each independent variable accounted for a significant portion of interventionists' intention to use VSM. Professional development sessions intended to improve intentions to use technology-based treatments such as VSM should specifically target technology variables (i.e., usefulness and ease of use) along with treatment acceptability.