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This study investigated the effect Crossword-Picture Puzzle learning strategy and learning styles on students’ achievement in Basic Science. Quasi experimental procedure was adopted for this study. Four research questions and four null hypotheses guided the study. The population of this study comprised 2321 Junior Secondary School students in North Senatorial District of Benue State, Nigeria. The sample consisted of 83 (38 students for the experimental groups and 45 students for the control groups) JSS 2 Basic Science students randomly selected from two schools in North Senatorial District of Benue State, Nigeria. Index of Learning Style Questionnaire (ILSQ) and Basic Science Achievement Test (BSAT) were the instruments used to gather data for this study. Test-retest approach was used to establish the reliability of ILSQ and the results obtained were subjected to Pearson Product Moment Correlation. The result showed that ILSQ has a reliability coefficient of 0.82. The results obtained from BSAT were subjected to Kuder-Richardson formula -21 (KR21) and the result showed a reliability coefficient of 0.88. Data collected were analyzed using mean and standard deviation to answer the research questions and ANCOVA was used to test the hypotheses at 0.05 level of significance. The result obtained revealed that there was significant difference in the mean achievement scores of students exposed to Crossword-Picture Puzzle learning strategy and Conventional method.  Students in the Crossword-Picture Puzzle learning strategy achieved more than the Control group. Also, findings from this study revealed that the Basic Science students with the four (Sensing/Intuitive, Active/Reflective, Visual/Verbal and Sequential/Global) learning style differed significantly in their achievement after being exposed to Crossword Picture Puzzle and Conventional method. Based on the findings of this study, the following recommendations are made. Crossword-picture puzzle should be adopted in secondary schools to improve students’ achievement in Basic Science, teachers should incorporate the use of game especially puzzle game for effective Basic Science delivery, because of the potential benefits of educational games to foster learning during classroom instructional process and teachers of Basic Science should find out about the learning styles of their students and bear these varied styles in mind when planning and executing instruction in Basic Science classes.