This study investigated the impact of task-based learning strategies on the English vocabulary development of NCE II students of Shehu Shagari College of Education Sokoto, Nigeria. Two hundred students randomly selected from Arts-based area, Social Science-based area, Science-based area and Technology-based area participated in the study. The study employed quasi-experimental design where fifty students selected from each area were randomly assigned to an experimental and a control group. Therefore, four experimental and four control groups were involved in the study. Both the experimental and control groups participated in the pre-test of vocabulary multiplechoice test of word meaning before treatment. The experimental groups were taught using task-based learning strategies while the control groups were taught using conventional method. The experimental groups took two mid-tests during the treatment. Both the experimental and control groups took a post-test after the treatment. Based on the five research questions and five hypotheses, descriptive and inferential statistics were used in the data analysis. The analysis revealed that students in the experimental groups performed better than the students in the control groups. Therefore, the findings indicated that there were significant impacts of task-based learning strategies on the vocabulary development of students of arts-based, social science-based, science-based and technology-based areas. This indicated that the study has contributed significantly to vocabulary knowledge of students in the study area. Accordingly, the study recommends that government can make vocabulary development to be a subject of instructions in not only tertiary institutions, but to almost all levels of education in Nigeria. Use of task-based learning strategies should be encouraged in teaching, not only for vocabulary development, but to cater for all other language skills. Task-based learning model should reflect pair and group activities in classroom situations. It is important to include three stages (i.e. pre-task, task-cycle and post-task) of task-based learning to prepare teachers for a shift from traditional way of presenting language to modern approach of language teaching and learning