This present study investigated the effects of the social studies intervention program that are composed of research-based reading and content enhancement strategies on the social studies vocabulary and academic achievements of elementary low-achieving students. Three 4th grade low-achieving students participated in this study, and the intervention was implemented by a special education teacher as an after-school program. The social studies intervention program was composed of a total of six reading and content enhancement strategies, and an A-B single subject design, researcher-developed pre-post tests, and major subject areas’ achievement tests administered by the school were used to examine the effectiveness of the program. The main findings of this study were as follows. First, although there were individual differences, all participants’ specialized vocabulary knowledge of social studies was improved during the intervention period as well as on the posttest. Second, although there were individual differences, all participants’ academic achievements in social studies were improved on the posttest. Lastly, the gains were shown on the language arts and social studies tests administered by the school for the students 1 and 2 who participated in this program relatively consistently. Based on the findings of this study, ways to improve specific vocabulary of social studies and academic achievements of elementary low-achieving students were discussed.