Social skills training (SST) is increasingly being recommended for students with attention deficit/hyperactivity disorder (ADHD), who often experience social difficulties. Given that sociocultural contexts influence social behavior in ways that may vary the impact SST programs have on minority students with ADHD, there is a need to advance culturally sensitive SST research. This article reviews SST research studies with minority and non-minority students with ADHD, including the degree to which SST researchers incorporated a sociocultural approach in the development, implementation, and reporting of their research. Implications of the findings and suggestions for future research and practice are discussed. (Contains 2 tables.)