This study assessed Robert Sternberg's theory of successful intelligence (TSI) training in teaching and learning situations to improve academic achievement, triarchic (analytical, creative, practical) thinking, and socioemotional outcomes. The analyses included all references from several databases (Web of Science, ProQuest, Elsevier, Google Scholar, and bibliographies of related articles) from 1998 to 2019 that implemented the successful intelligence training program in a variety of ways. Possible moderators, selection criteria, subject areas, and grade levels were investigated. A total of 24 studies (19 articles) were included in the meta-analysis. The results revealed that successful intelligence training has a positive effect on students' overall achievement, g = 0.63, SE = 0.11, 95% confidence interval (CI) [0.41, 0.85], k = 24, z = 5.98, p < .001, under a random-effect model. After adjusting for publication bias, the effect size (ES) g was 0.35, SE = 0.12, 95% CI [0.10, 0.60]. The ES was the largest for socioemotional outcomes, followed by triarchic outcomes and then achievement outcomes. High-IQ-based selected participants received higher ES than teacher-selected participants. Regarding subject areas, science and general triarchic training differed significantly. Among the grade levels, high-school level and primary level differed significantly. Moreover, intervention duration negatively moderated the ES significantly. Gender did not moderate the ES. All student participants benefited from the successful intelligence training program, and this benefit was greater for gifted and older students. This finding suggests that TSI training educators provide a more detailed, structured, and authentic problem situation to be more effective instead of academic problems.