High-quality single-case design research should include measures that assess the social significance of intervention goals, the social importance of intervention outcomes, and the acceptability and feasibility of procedures. We conducted a systematic review to examine the inclusion and use of social validity metrics in academic and behavioral single-case design research for students with or at risk for an emotional behavioral disorder. In conducting this review, we used Spear et al.'s (2013) operationalized definitions of quality indicators within single-case design research (Horner et al., 2005) to address how studies met the quality indicators. We also identified the methods used to collect social validity and which stakeholders were involved in the process. Findings from the 106 studies included in this analysis suggest that most studies explicitly measured social validity, and relevant stakeholders perceived intervention measures as practical and acceptable. Soliciting parent input and programming for generalization are two areas needing additional attention. Limitations and implications for researchers and practitioners are presented.