This study investigated the effect of teacher feedback strategy on Senior Secondary School Two (SS II) students’ achievement in writing in Lafia Metropolis, Nasarawa State, Nigeria. It was guided by two research questions, while two null hypotheses were formulated and tested. Quasi-experimental, pretest, post-test non-equivalent control group design was adopted for this study. The population of the study consisted of 587 SS II from thirteen public secondary schools during the 2024/2025 academic session. The sample for this study was made up of 38 SS II students selected from two intact classes from two secondary schools using purposive and simple random sampling techniques. Data for the study were collected using Writing Achievement Test (WAT) with reliability coefficient of 0.93. The research questions were answered using mean and standard deviation. Analysis of Covariance (ANCOVA) was used for testing the hypotheses at 0.05 alpha level. The findings showed that there are significant differences between the mean content achievement scores (F 1, 35) = 12.051; P = 0.001 < 0.05) and organisation achievement scores (F (1, 35) = 23.26; P = 0.000 < 0.05) of students taught composition using teacher feedback strategy and those taught with conventional strategy. Based on the findings, it was recommended among others that English Language teachers should endeavour to adopt teacher feedback strategy while teaching writing.