The study investigated the Effect of Reciprocal Peer-Tutoring on Interest and Performance in Genetics among Secondary School Students in Zaria Education Zone, Kaduna State, Nigeria. Four objectives, Research questions and Null Hypotheses were formulated to guide the research. A sample of one hundred and sixteen (116) SS II students was drawn using random sampling technique from a population of four thousand, one hundred and twenty five (4125) senior secondary school students in the study area. The study employed quasi-experimental design. The experimental group was taught Genetic Concept using Reciprocal Peer-Tutoring Strategy while Control group was taught using lecture method. Two instruments namely Genetic Concept Performance Test (GCIQ) and Genetic Concept Interest Questionnaire (GCIQ) were employed for data collection. The instruments were duly validated by experts. The reliability coefficient of the instruments were 0.92 and 0.82 respectively. Research questions raised were answered using Mean and Standard deviation and Mean Rank Statistics while null hypotheses were tested using t-test and Kruskal Wallis Statistics at P≤0.05 level of significance. The result revealed that there was significant difference in students academic Performance and interest between biology students taught genetic concepts using Reciprocal peer-tutoring strategy and those taught the same concept using lecture method, there is significant difference in the interest shown in genetic concepts by male and female students taught using Reciprocal Peer-tutoring and those taught using lecture method. Based on the findings,the following recommendations were made. The use of Reciprocal Peer-tutoring strategy should be encouraged and also Biology teachers should be sponsored to attend regular courses, workshops, and seminars on the use of Reciprocal Peer-tutoring Strategy.