The study investigated the effect of Intrinsic and Extrinsic Motivation Strategies on students writing skills performance in junior secondary schools of Kaduna State. Three objectives were raised for the study: to determine the difference between the mean performance scores of students taught writing using Intrinsic Motivation strategies and those not exposed to the strategies, etc. Three research questions and three hypotheses were generated and tested. Quasi - experimental research design was adopted for the study which comprises pre-test and post-test. Junior secondary school students from three government schools made up the population. Purposive and random sampling techniques were used where three schools were selected with a sample of 105 drawn as subjects consisting of treatment and control groups. The instrument used to generate data was the Writing Motivation Ability Test that comprised five essay writing test questions. Instrument for data collection was validated by experts from Language Education Department. Descriptive and Inferential statistics were used to analyse data collected. The statistical tools used were mean, standard deviation, percentages and independent sample t-test analysis. Findings from the study indicated that intrinsic and extrinsic motivational strategies had significant effects on learning and performance towards writing skills. The findings could be useful for researchers and teachers to improve students' achievement by deriving effective teaching and learning strategies to increase students' motivation. The study recommends that students should be motivated both internally (intrinsic) and externally (extrinsic) in order to enhance effective learning and acquisition of writing skills.