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Genetics is a conceptually demanding aspect of Biology. Teacher-related factors are critical to how students learn and perform in it. This study determined the influence of teachers' content knowledge and attitude towards teaching on students' interest and achievement in Genetics in Nasarawa West Senatorial District, Nasarawa State. A descriptive survey design was adopted. The population comprised 23,321 SS II students and 100 Biology teachers. A sample of 400 SS II students was selected using Taro Yamane’s formula and stratified random sampling. Data were collected using three instruments: Teachers' Variables Questionnaire [TVQ], Students' Interest in Genetics Questionnaire, and Genetics Achievement Test [GAT]. Mean and standard deviation answered research questions, while independent-samples t-test tested hypotheses at 0.05 level of significance. Students taught by teachers with high content knowledge and positive attitude had significantly higher mean interest scores [M = 61.64, SD = 6.34] and achievement scores [M = 25.88, SD = 2.37] than those taught by teachers with low content knowledge and negative attitude [M = 41.64, SD = 2.55; M = 16.70, SD = 1.12]. All differences were significant at p < 0.05. Teachers' content knowledge and attitude towards teaching significantly influence students' interest and academic achievement in Genetics. Continuous professional development, supportive school environments, and emphasis on subject mastery in teacher training are recommended.