Western education in Nigeria led to the involvement of schools in the maintenance of appropriate leadership values. However, appropriate leadership value manifestations among school age children in Nigeria who are the future leaders are lacking. To maintain these values, studies have suggested that the family structure of a child plays an important role. This study, therefore, using two modes of active learning strategies as treatment packages, determined the moderating effect of family structure on school age children's' achievement in and attitude to leadership value concepts in social studies and civic education in Delta State, Nigeria. The study adopted the pre-test-post-test, control group quasi-experimental design. Junior secondary students in Delta state made up the population of the study. Multi-stage and simple random sampling techniques were employed in arriving at the sample. A total of two hundred and sixty-five students made up the study sample. Students' Achievement in Leadership Values Test (r = 0.90) and Students' Attitude to Leadership Values Scale (r = 0.78) were used as instruments for data collection. Data were analysed using Analysis of Covariance, Estimated Marginal Mean and Scheffé Pair-wise Comparison. The findings of the study showed that though family structure has a significant effect on students' achievement in leadership value concepts in social studies and civic education, it is not so for students' attitude. Based on this finding, it was recommended that classroom teachers should take into consideration home-background factors in the teaching-learning process and consciously guide the learners into healthy communication and relationships among themselves and the teacher.