To better understand the existing research for teaching workplace social skills to individuals with severe disabilities, we conducted a systematic review of the literature across five databases between the years 1975 and 2020. This review examined study characteristics, intervention efficacy, and methodological soundness. We identified a total of 26 studies across 78 participants with severe disabilities. There were 18 intervention components used and a total of five studies found to have strong positive effects on the dependent variables. Only one study was of methodological soundness. Our findings suggest there is limited evidence to support effective interventions for teaching workplace social skills to individuals with severe disabilities.