The second stage of labor requires active patient engagement. Prior studies suggest that coaching can influence second stage duration however a standardized education tool has not been established. We investigated the effect of an intrapartum video education tool on second stage duration. This was a randomized controlled trial of nulliparous patients with singleton pregnancies ≥37 weeks undergoing with epidural anesthesia. Patients were consented on admission and randomized in active labor. The study arm viewed a 4-minute video prior to the second stage on what to anticipate in second stage and pushing techniques. The control arm received the standard of care: bedside coaching at 10cm dilation from a nurse or physician. The primary outcome was second stage duration. Secondary outcomes were birth satisfaction (using modified Mackey childbirth satisfaction scale), mode of delivery, postpartum hemorrhage, intraamniotic infection, NICU admission and umbilical artery [UA] gases. 152 patients were needed to detect a 15% decrease in second stage duration with 20% power and 2-sided alpha 0.05. Of 161 patients randomized in active labor, 149 progressed to the second stage and were included in the intention-to-treat analysis: 69 video and 78 control. Second stage duration was similar between groups (61min [IQR 20-140] vs 49min [IQR 27-131], p=0.77). There were no differences in mode of delivery, postpartum hemorrhage, intraamniotic infection, NICU admission, or UA gases between groups. Although the overall birth satisfaction score was similar between groups, patients in the video group rated their “level of comfort during birth” and “attitude of the doctors in birth” significantly higher than control patients (see fig). Intrapartum video education did not impact second stage duration or other clinical outcomes, however patients who received video education reported higher level of comfort and a more favorable perception of their physician, suggesting that video education may be a helpful tool to improve the birth experience.