Introduction: There is no doubt, Social Studies as a course of discipline that gained its entrance in Nigeria School Curriculum shortly after its independence, precisely, 1963 is at its infancy. A discipline of such nature that came when there was eagerness for a course of study that could assist in understanding and finding solutions to the problems confronting society needed to be improved in the quality of what is to be taught from time to time to students. Hence, there is need to keep abreast of the day to day strategies of imparting facts and ideas to students. The paper therefore investigated the effects of three teaching strategies (Cooperative learning, problem-solving and conventional) on junior secondary school students' achievement in Social Studies. Method: The design used for the study was pre-test, post-test control group non-randomized quasi-experimental design. The study made use of 150 students (80 boys and 70 girls) that were selected using stratified cluster sampling from three public secondary schools in Ife Central Local Government Area of Osun State, Nigeria. In addition, based on the design, the teaching strategies were crossed with gender. Results: The results showed that students exposed to cooperative learning strategy performed better than their counterparts in the other groups. The results of the study also indicated that the effect of teaching strategies was gender sensitive. Discussion or Conclusion: The findings of the study are highly significant and relevant. These results have implications for curriculum planning, teacher training and retraining programme and classroom practice. (Contains 3 tables and 1 figure.)