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This study determined effect of think-pair-share instructional strategy on interest and achievement in set theory among senior secondary school students in Garki, Abuja-Nigeria. Quasi-experimental research design was adopted for this study. Four research questions and four null hypotheses guided the study. The population of the study comprises of 966 students in four government owned senior secondary school-SS1 in Garki, Abuja –Nigeria for 2024/2025 academic session and two out of three co-educational schools were used. Simple random sampling technique was used to select sample of 103 students who were grouped into experimental and control groups, having the sample of 63 and 40 students. Two instruments namely; set theory interest scale (STIS) and set theory achievement test (STAT) were employed for data collection. Cronbach Alpha’s formula was used to determine the reliability of STIS yielding 0.79 as coefficient and Kuder-Richardson formula 21 (K-R21) reliability was used to determine the internal consistency of STAT which yielded coefficient of 0.78. Descriptive statistics of mean and standard deviation were used to answer the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses. The hypotheses were tested at 0.05 level of significance. Findings from this research revealed that; both students taught using the TPS instructional strategy and those taught using the conventional method have shown similar influence on students interest in set theory; students who were exposed to both TPS instructional strategy and the conventional method show similar levels of understanding in set theory; The study concluded that both TPS instructional strategy and the conventional method have shown similar effect on students’ interest and improving academic achievement, highlighting the benefits of interactive, hands- on learning experiences in mathematics education. The study recommended that since the two strategies are effective, mathematics teachers should utilize their applications into mathematics classroom; government should organize regular capacity building programme to teachers such as workshop, conference, seminar, symposium and exhibition on both think-pair-share and conventional instructional strategies in secondary schools.