Although numerous meta-analyses of single-case design (SCD) research have been published, no systematic review has been conducted to holistically reveal the trends in content focus, and the state-of-the-art practices in conducting SCD meta-analyses for school-aged students with autism spectrum disorder (ASD). This study synthesized the intervention/practices and participant characteristics, and identified the trends and limitations in previous SCD meta-analyses. Systematic review of meta-analyses can contribute to the summary of current evidence and further identify ways to improve SCD meta-analyses. We conducted a systematic literature search and identified 30 articles that met the inclusion criteria. Findings suggest that multiple interventions may be employed to improve various outcomes for school-aged students with ASD. Researchers may use our findings to map out the intervention and targeted outcomes and identify underresearched areas. Meanwhile, findings suggest several measures to improve the quality of future SCD meta-analysis practices and publication, such as documenting racial/ethnicity information, using a set of potential moderators to conduct heterogenetic analysis, and effects in reducing publication bias. Future research directions are also provided.