This study investigated the impact of inquiry and problem-solving Strategies on Attitude, Retention and Performance in Trigonometry among Senior Secondary School Students in Zamfara State, Nigeria. A Quasi-experimental research design with pretest-posttest control group design was adopted. The study used senior secondary school two (SSII) students with population of 23,910 admitted during 2015/2016 academic session in Zamfara state. A Multi-stage sampling procedure was used for the study. A simple random technique was used to select the classes that participated in the study. A total of 381students in the six randomly selected intact classes were used as sample size. Three research instruments were developed and used: Trigonometry Attitude Scale Questionnaire (TASQ) targeted at the change in attitude. Trigonometry Performance Test (TPT) was used to measure the academic performance of the students, and Trigonometry Retention Test (TRT) was used to measure the retention ability of the students. The test instruments were validated by three experts and Test-rest reliability was observed. Pearson Product Moment Correlation Coefficient (PPMCC) was used to estimate the reliability coefficients and was found to be 0.68 and 0.83 respectively. The Trigonometry Attitude Scale Questionnaire was also validated by three experts and had a reliability of 0.78 using Cronbach-alpha method of estimating reliability. Six research questions were raised and six hypotheses were formulated to guide the study. The research questions were answered using mean and standard deviation. While Null hypotheses were tested using Kruskal –Wallis test, Mann- Whitney U-test and one andtwo-way (ANOVA). Statistics analyses at ∝= 0.05 level of significance.The results of the study indicated that Senior Secondary School Students in Zamfara state showed no significance difference in their attitude towards the learning of trigonometry due to the use of inquiry and problem solving Strategies. The inquiry and problem-solving Strategies improved on students‟ academic performance in trigonometric concepts taught than the lecture method.The inquiry and problem-solving methods improved on students‟ retention in trigonometric concepts taught than the lecture method. The finding showed that there was no difference in the performance of Male and Female students in the trigonometric concepts taught using inquiry and problem-solving Strategies.The male students retained better than their female counterpart in the trigonometric concepts taught using inquiry and problem-solving Strategies. Based on the findings from the study, it was recommended that Inquiry and problem-solving Strategies should be used by mathematics teachers to teach senior secondary school students to enhance positive performance, and aids retention.