This study investigated the Impact of Mastery Learning Approach (MLA) on Motivation and Academic Performance in Physics among Senior Secondary School Students in Zaria, Kaduna State, Nigeria. The study comprises four objectives with their corresponding research questions and null hypotheses. The research design used was pre-test, post-test, quasi-experimental control group design. The population of the study covered all the 9 coeducational senior secondary schools (SSII) in Zaria, offering Physics with total enrolment of 304 out of which 67 from two coeducational schools were selected as sample using simple random sampling technique. Two validated instruments namely; Physics Academic Performance Test (PAPT) and Students‟ Motivation Questionnaire (SMQ) were used for data collection with a reliability coefficient of 0.89 and 0.76 respectively using PPMC and Cronbach‟s Alpha statistical tool using SPSS. Research questions raised were answered using mean and standard deviation while null hypotheses were tested using t-test and Mann-Whitney U-test at 0.05 level of significance. Results of findings reveal that there is significant difference between the performance mean scores of students taught using MLA and those taught using lecture method in favour of MLA group. Also, there is significant difference in the motivation level of students taught using MLA and those taught using lecture method in favour of the MLA group. Similarly, the findings reveal that there is no significant difference in the level of motivation of male and female students taught using MLA. From the findings of the study, the following recommendations are made: Physics teachers should be motivated and encouraged by Ministry of Education to use Science Teachers Association of Nigeria (STAN) modules for seminars and workshops on the effective use of MLA as it motivate students in teaching and learning of Physics. It is also recommended that MLA should be used to teach Physics to both male and female students at secondary school level as it was found in this study to be gender friendly.