This study systematically examined trends in the study of social skills intervention for learners with borderline intellectual functioning and presented implications for the relevant field. Based on a total of 24 papers published in Korea from 2000 to September 2019, research trends were identified and the qualitative level of analysis papers were identified by utilizing the qualitative indicators of the NTACT. According to the study, research on social skills intervention has been continuously published since 2000 and most of the participants were conducted on elementary school students. As a social technical intervention, treatment-oriented intervention research was mainly conducted and research design was collective research-oriented. The subcategories of social skills were mainly about communication skills and emotional management techniques. The qualitative level analysis of the study found that there were many studies that did not meet the criteria for each research design. Based on the results of the study, discussions and follow-up research on social skills intervention for learners with borderline intellectual functioning were proposed.