The aim of the present study was to determine the effectiveness of training executive functions on the social skills of students with intellectual disabilities. The study method was a semi-experimental type of pre-test and post-test with a control group. The statistical population of the present study was all students with intellectual disabilities of Babak exceptional school in the academic year of 2023- 2024 The sample of the study was the available sampling method of eligible children who entered the study and were randomly assigned to two experimental (15 people) and control (15 people) groups. All 30 people (15 people in the control group and 15 people in the experimental group) of students with intellectual disabilities were evaluated using the Gresham and Elliott Social Skills Scale (SSRS). Then, the experimental group received the training program of executive functions individually and in person in 16 sessions of 45 minutes for 2 and a half months (2 days a week), but the control group was not exposed to the training program of executive functions. Data were analyzed by univariate and multivariate analysis of covariance using SPSS software version 24. The results showed that the executive functions training program on social skills (F=46.50, p<0.001,=0.63) and social skills subscales such as cooperation (F=21.77,=0.46, p<0.001), courage (F=36.14, p<0.001,=0.59)  and self-control (F=38.78 ,=0.60, p<0.001) had a significant effect. The findings of the present study indicated that the executive functions training program improves social skills in students with intellectual disabilities. Therefore, it is suggested that in exceptional schools, therapists and trainers provide the basis for improving the social skills of these students by placing executive functions training program in the training program of mentally challenged students.