The study investigated the effects of Jigsaw and Geoboard Instructional Strategies on geometry Students' attitude towards geometry. Two research questions and two hypothesis were formulated to guide this study. The study adopted the quasi-experimental (non - randomized, pre-test, post-test, planned variation) design. The population of the study consisted of 18,879 SSII mathematics students in 435 public secondary schools in Delta State. The sample for the study consisted of 289 SSII students drawn from six public mixed secondary schools, using simple random sampling. Two from each of the three Senatorial Districts of the state. The Geometry Attitude Questionnaire (GAQ) contained twenty (20) items that seeks the opinion of students on the effects of jigsaw instruction and Geobaord instructional Strategies on students" attitude towards Geometry was adopted as the major instrument for the study. On analysis, a reliability coefficient of 0.88 was obtained. Both the experimental and control groups were pretested with the 50 items Mathematics Achievement Test (MAT) and 20 items Mathematics Attitude Questionnaire (MAQ). Descriptive statistics as was used as method of data analysis in order to answer the research questions raised. This involved the use of mean and standard deviation. The testing of null hypotheses involved the use of t-test and Analysis of Variance (ANOVA) as well as Shefe post hoc tetst. Hypothesis testing was done at 0.05 level of significance Findings from the results showed that Jigsaw teaching, Geoboard strategy have significant effects on students attitude towards geometry. Based on the findings of this study, the researcher therefore recommend the adoption of jigsaw teaching strategy by mathematics teachers when there is special need to students’ positive attitude towards geometry. Mathematics teachers should attend workshops to get acquainted with innovative instructional strategies. And Mathematics teachers should strive to ensure that students are active during instruction as this will help to stimulate their interest in having a better attitude towards geometry.