Sociocultural contexts influence social behaviors in ways that may not always be reflective of majority-culture norms. They also may vary the impact social skills training (SST) programs have on minority students with learning disabilities. To better understand culturally sensitive and effective SST for students with learning disabilities, it is important that SST researchers include a sociocultural perspective in their research. In this article, SST and learning disabilities research is reviewed to determine the types and outcomes of SST programs used with minority and non-minority students. The extent to which SST researchers incorporated a sociocultural perspective in the design, implementation, and reporting of their research is examined. Implications of the findings and suggestions for future research and practice are discussed. (Contains 2 tables.)