本研究以國中集中式特教班智能障礙學生為研究對象，探討運用問題導向學習（Problem-Based Learning, PBL）於課程中，對三位智能障礙學生問題解決能力之影響。研究方法採用單一受試者研究法中的A-B-C撤回設計，自變項為問題導向學習，依變項為問題解決能力之立即成效與保留成效。 研究結果顯示，運用問題導向學習於課程中，對三位受試者的問題解決能力有正向影響，均顯著提升問題解決能力且具有立即成效。在保留成效方面，三位受試者皆呈現明顯問題解決能力的保留成效，但僅有兩位達到顯著保留成效。本研究之研究價值在於提供PBL教學方案可有效運用在智能障礙者的教學中，且能有效提升其問題解決能力並且具有保留成效。 The purpose of this study was to examine the effects of using Problem-based Learning in course for three junior high school students with Intellectual disability on their problem-solving abilities. The research framework was based on A-B-C single-subject research design. This study took the PBL strategy as an independent variables, and participants’ immediate effects and retention effects of problem-solving ability as dependent variables. After the experimental treatment with PBL, all three participants showed significant effects on problem-solving ability. At the same time, their learning curve also showed positive and improved effects. Moreover, two participants also showed significant retention effects. This study was valuable because it provided a PBL program of instruction that could be used effectively in the teaching of students with Intellectual disability, and improved their problem-solving ability and remained retention effects.