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This study investigated the effect of Science-Technology-Society (STS) strategy on Entrepreneurial Creativity among Basic Science students in Upper-Basic Schools. A pre-test post-test quasi-experimental-control group research design was used. The study was guided by two research questions and two hypotheses. A sample of 69 upper basic II students purposively drawn from two schools out of the population of 1753 students in the 27 UBE JSS in Makurdi were used for the study. Entrepreneurial Creativity Observation Checklist (ECOC) was validated, pilot-tested with a Cronbach Alpha reliability coefficient of 0.81 and used for data collection. Mean ranks and mean rank difference were used to answer the research questions. The null hypotheses were tested at 0.05 level of significance using Mann Whitney U-test. Findings showed that the level of Entrepreneurial Creativity between students taught Basic Science using STS was higher than those in the control group. Also, there was no significant mean difference in the level of Entrepreneurial Creativity between boys and girls taught Basic Science using STS. This implies that STS is effective and gender friendly. So, it was recommended among others to be used in teaching Basic Science for the development of entrepreneurial creativity among students across gender