Objective: This study investigated the effect of training social problem-solving strategies on social adjustment and academic performance among secondary school shy students. Method: Utilizing a multi-phase random sampling method, 700 shy students were selected, and then completed Shyness Scale. Eighty students were finally selected, and randomly assigned into two experimental and control groups. The experimental group received seven sessions of training for social problem solving strategies. Students' social adjustment was measured by social adjustment subscale of California Personality Inventory and their school achievement was measured by mean school achievement as the pre-test and post-test for two groups. Results: Results showed that pretest-posttest differences of experimental group were significantly more than control group (P=0.001). Conclusion: This study emphasizes that social problem solving strategies can improve the social adjustment and academic performance   in secondary   school shy students.