This study investigated the effects of cooperative and peer-tutoring instructional strategies on performance and retention of secondary school students in financial accounting Gombe Metropolis, Nigeria. The study was guided by two objectives, two research questions and two null hypotheses. A quasi-experimental design with pre-test and post-test control group was adopted for the study. The population of the study was 525financial accounting students in 2017/2018 academic session. The researcher used an intact three class of 84 SS II students for the study. Two instruments were used for data collection (Accounting Academic Achievement Test and Accounting Diagnostic Achievement Test). After validating the instruments by three experts, the researcher subjected the instruments to pilot tested with 40 secondary school students outside the study area using test and retest method. A reliability coefficient of 0.76 was obtained. A pre-test was administered to the students before the treatment. At the end of the six weeks of treatment, a post-test was administered. Data collected from pre-test and post-test were subjected to statistical analysis using mean score and mean difference to answer the research questions while ANOVA was used to test the hypotheses at 0.05 level of the significance. The result shows among others that cooperative and peer tutoring have positive effects on performance and retention of secondary school students in financial accounting in Gombe metropolis. It was concluded that the use of cooperative and peer tutoring instructional strategies will help to address the current trend of dismal performance of students in principles of accounting in Gombe, metropolis. Based on this one of the recommendations was that financial accounting teachers should adopt cooperative teaching method to students. This will help to promotes the interest of students and create interactive environment for problem solving.