This study investigated the effects of practical approach on teaching geometric concepts, students' attitudes and performance among junior secondary school II students in Katsina metropolis, Katsina state, Nigeria. The population consisted of 31,937 JS II students comprising of 17,271 male and 14,666 female. The research was carried out on Students from which four schools were selected with 160 students using simple random sampling techniques. The design used is pre-test, post-test with control and experimental groups' designs. From the four schools randomly selected, two were randomly selected as experimental groups and two as control groups. Experimental group comprises two intact classes of 40 students each as well as the control group. The Geometry Performance Test (GPT) and Geometry Attitudinal Questionnaire (GAQ) were the main instruments used for data collection with reliability coefficient of r=0.84 and r=0.82 respectively. The statistic used was t-test for testing the hypotheses at 0.05 level of significant. There was a significant difference between the mean achievements of students taught geometric concepts using practical approach and those taught using Conventional Approach. Similarly, using Practical Approach in experimental group males and females differ significantly, males perform better than females. There is positive attitudinal change with Experimental group students while students of Control group with negative attitude. The findings indicated that practical approach plays vital role in the teaching learning process of geometry. It was recommended that there should be adequate and constant supervision of Teachers to ensure Practical Approach Method for effective teaching and learning process. It is also recommended that effective instructional strategy and materials should be used