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This study determined the Effects of Peer tutoring instructional strategy on secondary school students’ achievement in evolution in Nasarawa State, Nigeria. The study adopted a quasi-experimental pre-test, post-test, non-randomized control group design. Two research questions guided the study and two null hypotheses were formulated and tested at 0.05 level of significance. Random sampling technique of the lucky draw method was used to select three co-educational public secondary schools in Nasarawa West Senatorial District. A sample of 146 SS3 students drawn from a population of 4,631 students offering biology in 2024/2025 academic session in the Nasarawa senatorial district was used. A 30 multiple-choice item on the Evolution Achievement Test (EAT) was used as an instrument for data collection. These items were validated by three experts from the Department of Science, Technology, and Mathematics Education of the Faculty of Education, Nasarawa State University, Keffi. The reliability of the Evolution Achievement Test was determined using the Kuder-Richardson formula (K-R21), yielding an estimate of 0.92. Descriptive statistics of mean and standard deviation were used to answer the research questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings from the study revealed that students taught evolution using the Peer Tutoring instructional strategy achieved higher scores than those taught using the conventional method. The findings also reveal that there was a significant difference in the achievement of male and female students exposed to Peer Tutoring instructional strategy in favour of female students. No significant interaction effect between instructional strategy and gender on students’ achievement in evolution was found. It was therefore recommended that instructional strategies, such as Peer Tutoring, be adapted by biology teachers to teach evolution.