[Purpose] This study analyzed single-subject studies in Korea that applied enhance milieu teaching(EMT) for developmental delays, intellectual disabilities, and autism disorders. The aim was to determine the general characteristics of domestic studies on EMT and analyze their qualitative levels using the Council for Exceptional Children(CEC) qualitative indicators(QI). [Method] This study included 14 articles published in domestic journals between 2000 and 2023, that targeted children diagnosed with Developmental Delay, Intellectual Disability, or Autism Spectrum Disorder and had a single-subject design in which the arbitrator directly mediated the subject. The following characteristics of the studies were assessed publication year, study subject, study design, independent variables, and dependent variables. The quality of the studies was evaluated using the CEC's eight areas and 22 qualitative indicators. [Results] EMT, conducted on DD, ID, and ASD, was the most common study in preschoolers diagnosed with ASD. Regarding study design, most of the studies used a multiple baseline designs(across setting and subject). Independent variables included all elements of EMT, including environmental control, reactive interaction and milieu teaching strategies. Improvement in spontaneous utterance was the most common dependent variable. The analyzed studies exhibited a somewhat low qualitative level, with an average fulfillment rate of 65.6% for the CEC's QI. None of the studies met all of the CEC's qualitative indicators. [Conclusion] The number of studies on EMT for individuals with DD, ID, ASD is limited. Existing studies, primarily focus on preschool. Further studies are needed to expand the subjects to elementary school, adolescent student. Additionally, the qualitative level of existing studies is low, necessitating efforts to improve study quality. High-quality studies are essential to apply educational and intervention strategies for children with DD, ID, and ASD.