This study investigated the effects of ethno-science teaching strategy on motivation of students in Basic Science in Kogi-East Education Zone using quasi-experimental design. The specific design is the pre-test, post-test non-equivalent, non-randomised control group. The population of this study comprised 8,308 students (5, 200 males and 3,100 females). The sample of the study comprised 75 Upper Basic Science students (male and females). The researcher employed multi-stage sampling procedure. Basic Science Motivation Scale (BSMS) was used for data collection. BSMS has 30 items and the instrument was validated by three experts in science education and an expert in test and measurement all from Benue State University, Makurdi. A trial test of the instrument was carried out on 20 students in a school that was not sampled but within the study area to enable the researchers determine the internal consistency of the test items. Scores obtained from the test were used to analyze the reliability coefficient of the instrument using Cronbach alpha and the reliability yielded 0.87. Two teachers who teach Basic Science in the sampled schools served as research assistants during data collection. The data collected were collated and for analysis. The research questions were answered using bar graphs, mean and standard deviation. Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. This was to correct the initial differences that may exist in the means. Findings revealed that there is significant difference in the mean motivation ratings of students taught Basic Science using ethno-science teaching approach and those taught with the conventional method; there was no significant difference in the mean motivation ratings of male and female students taught Basic Science using ethno-science teaching approach. Based on the findings it was recommended among others that teachers should teach Basic Science using ethno-science strategy to improve students’ motivation in the subject.