The study examined the Impact of Linear Programmed Instructional Strategy on Anxiety and Performance among Secondary School Biology Students in Tarauni, Kano State, Nigeria. The study was a quasi-experimental control group design employing the use of pretest and posttest. The size of the population was 2493. A sample of 202 students was randomly selected from four schools out of 21 that formed the population. Data were collected using the instruments tagged Mode of Nutrition and Photosynthesis Performance Test (MNPPT) and Students Test Anxiety Inventory (STAI). The subjects in the experimental group were taught using Linear Programmed Instructional Strategy, while the subjects in the control group were taught using Lecture Method. Four research questions were raise and four null hypotheses was formulate. Research questions were analyzed descriptively while null hypotheses were tested using t-test and Mann Whitney statistics at P≤ 0.05 level of significance. The major finding of the results showed that (i) there was a significant difference between the performance mean scores of students taught using Linear Programmed Instructional Strategy and those taught using Lecture Method in favor of experimental group. (ii) There was no significant difference between the mean scores of male and female students taught using Linear Programmed Instructional Strategy (iii) Significant difference existed between the Anxiety levels of students taught using Linear Programmed Instructional Strategy and those taught using Lecture Method (iv) There was no significant difference in the anxiety level between male and female students taught using Linear Programmed Instructional Strategy. Based on the findings, it was recommended among other that the use of Linear Programmed Instructional Strategy should be emphasized and rigorously implemented in secondary schools across the state because students taught using Linear Programmed Instructional Strategy exhibited remarkable reduced anxiety level when compared with their counterparts taught using the lecture method.