This study was designed to investigate the Impacts of Scaffolding- enriched Collaborative Strategies on Test- anxiety, Performance and Retention in Geometry among Senior Secondary Schools in Niger State. The study was borne out of the poor performance of students in Geometry area of mathematics in both internal and external examination as reported by WAEC Chief Examiners (2010). A quasi-experimental research design was used. From the total population of Sixty-two thousand, Two hundred and Forty-nine (62,249) Students in Two hundred and Eighteen (218) Senor Secondary Schools in Niger State, a total of Three hundred and Eighty( 380) Senior Secondary Schools Two(SSSII) Students were randomly selected from three (3) Senior Secondary Schools in three (3) Educational Zones using simple randomly techniques. The experimental group one has sample size of One hundred and Thirty-Five(135) Students were exposed to Scaffolding enriched Collaborative Strategy( SCS), while the experimental group two with sample size of One hundred and Twenty( 120) Students was exposed to Collaborative Learning Strategy( CLS) and control group with sample size of One hundred and Twenty-Five( 125) Students exposed to Conventional Teaching Strategy( CTS). Four (4) instruments were developed and used for data collection. They are: Geometry Performance Test (GPT), Geometry Achievement Test (GAT), Geometry Retention Test (GRT) and Geometry Test Anxiety (GTA). They were validated and reliability coefficients estimated as r=0.79, r=0.69 and r=0.87 respectively. The hypotheses were tested using t-test statistics. The results revealed that (i) there was significant difference in the performance scores of students taught geometry using SCS and CLS than those taught with CTS. (ii) There was significant difference in the retention ability of students exposed to SCS and those exposed to CTS. (iii) There was significant difference in the retention ability of students exposed to CLS and those exposed to CTS. (iv) There was no significant difference in retention ability of students taught geometry using SCS and those taught with CLS. (v) There was no significant difference in reducing test- anxiety of students exposed to SCS and than those exposed to CLS. (vi) There was significant difference in reduction in test- anxiety level of students exposed to SCS and CLS than those exposed to CTS. Based on these results, the following recommendations were made: (i) SCS should be adopted in teaching geometry in secondary schools since the strategies have enhanced better performances among students. (ii) Since SCS promotes retention ability, then the teachers of mathematics should constantly use the method. (iii) SCS could serve as a viable alternative to the CTS in teaching geometrical concepts