Objective: The aim of current research was to investigate the effectiveness of cognitive behavioral play therapy on social anxiety and emotional intelligence in students with intellectual disability. Method: This research was a quasi-experimental study by pre-test, post-test design with a control group. twenty-six students with intellectual disability were selected from the mainstreaming schools of Isfahan city using convenient sampling method. They were randomly divided into two groups of 13 people and replaced in one of the experimental groups and control group. The experimental group participated in cognitive behavioral play therapy program in 10 sessions and one session weekly, while control group did not. Social anxiety scale (Mattson & Friend, 1969) and emotional intelligence questionnaire (Bradberry & Greaves, 2004) was used for assessment of all participants. Data were analyzed by univariate and multivariate analysis of covariance through SPSS version 26. Results: The results showed that the intervention had a positive and significant effect on social anxiety and emotional intelligence in students with intellectual disability in the experimental group (P<0.001). Conclusion: Since the cognitive behavioral play therapy program reduced social anxiety and increased emotional intelligence in students with intellectual disabilities, therefore planning for such training programs such as the cognitive behavioral play therapy program has an important role in improvement of the social anxiety and emotional intelligence in students with intellectual disability.