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The study investigated achievement, retention and gender effects of using sensory stimulation teaching strategy in Basic Science and Technology among students in Nasarawa State, Nigeria. The population comprised 3050 JSII students in 41 public co-educational junior secondary schools in Karu LGA of Nasarawa state made up of 1701 male students and 1349 female students for 2017/2018 session. A quasi-experimental pre-test, posttest, post posttest control group design was used. Through multi-stage random sampling, 2 intact and equivalent JSII classes were selected with sample size of 145. Using balloting, one of the classes was assigned as experimental group taught using sensory stimulation strategy and the other was the control group taught using conventional lecture method. The instrument used for data collection was Basic Science and Technology Achievement Test (BSTAT) made up of 40-item multiple choice questions and harmonized using a table of specification complying with modified Bloom’s Educational taxonomy and validated by experts. The Reliability coefficient of BSTAT was 0.82 analyzed using Spearman Brown rank order correlation. Two lesson plans were also prepared and used for each instructional approach. Students in the experimental group were taught concepts in Basic Science and Technology using sensory stimulation strategy while students in the control group were taught using conventional lecture method. Four research questions were formulated with corresponding hypotheses. Data collected were analyzed using mean, standard deviation and ANCOVA statistics. The study revealed significantly higher achievement and better retention for students taught Basic Science and Technology concepts using sensory stimulation as against those taught using conventional lecture method. No significant effect was found in the interaction of gender on achievement and retention respectively. It is strongly recommended that teachers incorporate sensory stimulation teaching strategy in lesson delivery particularly when teaching Basic Science and Technology. Teachers should also vary their teaching strategies to eradicate gender-related difference in students’ performance and eliminate sex-role stereotyping created by society on female students of science, technology, engineering and mathematics related subjects.