This study explored the aftermath of co-operative learning strategy on senior secondary school students' achievement in woodwork technology in Nigeria within the scheme of the pre-test, post-test non-equivalent control group quasi-experimental design. Three null hypotheses and three research questions guided the study in which the experimental group undergone tutelage with the co-operative learning strategy while the control group received instruction with the conventional teaching method for eight weeks. One instrument, Woodwork Technology Achievement Test (WTAT) with KR-20 reliability coefficient of 0.85 was used for data collection. Results showed that students in the experimental group achieved significantly better performance in woodwork technology than students in the control group. Also, male students slightly outperformed their female counterparts in woodwork technology with cooperative learning strategy, although no significant difference existed between genders taught woodwork technology using cooperative learning strategy. Gender had no statistically significant main influence on students' achievement in woodwork technology. Also, the interaction effect of treatment and gender on students' achievement in woodwork technology was not statistically significant. The co-operative learning strategy made lesson more interesting, easy and created friendship among students. It was thus, recommended that co-operative learning strategy be adopted as a close substitute to the conventional teaching method in teaching woodwork technology in senior secondary schools in Nigeria.