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This study investigated the effects of peer-collaborative and self-regulative learning strategies on Upper Basic II students’ attitudes toward the concept of energy in Basic Science in Benue State, Nigeria. The study adopted a quasi-experimental non-equivalent control group design involving 242 students drawn from six intact classes in public junior secondary schools. Four classes were assigned to the experimental groups, which received instruction through peer-collaborative and self-regulative learning strategies, while two served as the control group and were taught using demonstration method as conventional strategy. The researcher developed the instrument, the Students’ Attitude to Energy Questionnaire (SAEQ) for data collection. The instrument had a reliability coefficient of 0.94 using Cronbach’s Alpha. Data were analyzed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance. Findings revealed that peer-collaborative and self-regulative learning strategies significantly improved students’ attitudes toward learning energy concepts compared to the conventional method. Results further showed no significant difference in the attitude ratings of male and female students taught using both strategies, indicating that the approaches promote gender equity. Based on these findings, the study concluded that learner-centered instructional strategies such as peer collaboration and self-regulation are effective in enhancing positive attitudes toward the study of energy concepts in Basic Science. The study recommended, among others, that Basic Science teachers should adopt these strategies to foster active engagement, improve students’ attitudes, and support inclusive learning for all students.