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This study investigated the effect of Student Teams Achievement Division on field dependent and field independent students’ achievement and retention in nervous system in Abuja, Nigeria. The study was a quasi-experimental research of pretest, posttest control group design. A sample of 257 SS2 students used for the study was drawn using multi stage sampling technique from a population of 7,756 SS2 students in Bwari Area Council. For the purpose of data collection for the study, two instruments, Nervous System Achievement Test (NSAT) and Group Embedded Figure Test (GEFT) were used. The reliability of the instruments was determined using Kuder-Richardson formula 21 (K-R21) and both yielded reliability coefficients of 0.88 for NSAT and 0.81 for GEFT. The research questions were answered with means and standard deviation while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significancee. Findings from the study revealed that students taught nervous system using STAD achieved more and retained the subject matter better than their counterparts taught with conventional method. It was also found that students’ cognitive style and gender is a significant factor that affect their achievement and retention in nervous system. It was therefore recommended that biology teachers should adapt instructional strategies like STAD to teach nervous system. Also teachers should consider students learning styles to enable them tailor instructions to meet the need of their students