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The study examined the relationship between teachers’ behaviour and   students’ learning interest in economics in senior secondary schools in Keffi, Nasarawa State. Two research questions, two objectives, and two hypotheses were formulated to guide the study.  The study adopted a correlational research design. The population for the study comprised 1666 SS2 students in 5 public senior secondary schools in the Keffi, Nasarawa State. A total sample of 200 students from 5 public senior secondary schools was selected for the study. The sample of students was selected using simple random sampling procedure. Data was collected using a self-structured questionnaire named: Teacher Behaviour Scale (TBS) and Economics Learning Interest Scale (ELIS). Results from the validation of the instrument yielded a validity index of 0.77. The instrument was further subjected to a pilot study in order to ascertain its reliability. Cronbach alpha method was then used to compute the scores obtained from the pilot study, thereby yielding a reliability index of 0.89. Calculated r-values of Pearson’s product moment correlation was used to answer the research questions, while p-values of Pearson’s product moment correlation was used to test the hypothesis at 0.05 level of significance. The findings of the study reveal that: there is a significant relationship between teaching strategies and students’ learning interest in economics in public senior secondary schools in Keffi, Nasarawa State. Also, there is a significant relationship between teachers’ communication skills and students’ learning interest in economics in public senior secondary schools in Keffi, Nasarawa State. The study concluded that teachers’ behaviour is significantly related to students learning interests in public senior secondary schools in Keffi, Nasarawa State. Based on the findings of the study. It was recommended among many that teachers of economics should adopt student-centered teaching strategies that can make the teaching and learning of economics more interesting to learners.