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This study determined the influence of Kolb’s learning cycle on students’ interest in Basic Science in the Nasarawa-West Senatorial Zone of Nasarawa State, Nigeria. Guided by five research questions and five hypotheses tested at the 0.05 level of significance, the study adopted a descriptive research design. The population consisted of 13,290 Junior Secondary School students, from which a sample of 400 was selected. Two instruments were used for data collection: Kolb’s Cycle Learning Inventory (KCLI) and the Basic Science Students’ Interest Rating Scale (BASSIRS). Reliability coefficients were 0.86 (KCLI) and 0.81 (BASSIRS), determined using Cronbach Alpha. Data analysis employed means and standard deviations to answer the research questions, while independent t-test was used to test all the hypotheses. Findings revealed that there is no significant difference in the mean interest ratings of students with diverging, converging, accommodating, and assimilating Kolb’s learning styles. The study also revealed gender-based differences in interest across the learning styles, with male students generally showing higher interest in diverging, assimilating, and accommodating learning styles, though only the difference in assimilating learning style was statistically significant. The study recommends that teachers adopt differentiated learning styles tailored to learners’ preferences, including reflective and collaborative tasks, to foster students’ interest in Basic Science in Secondary Schools.