The study examined the effect of ethno-science teaching on performance among upper basic science students with different learning style in Makurdi, pre-test post-test quasi-experimental research design was used. Two research questions and two null hypotheses guided the study. Out of the 1613 upper basic II students in 25 government approved public secondary schools (under Benue State Universal Basic Education Board), Makurdi. A multi-stage sample of 60 students in two intact classes from two school was used for the study. Basic Science Performance Test (BSPT), with reliability coefficient of 0.94 determine by a test-retest method with Pearson Product Moment Correlation statistic was used for data collection. Data were analysed using mean standard deviation mean gain scores and mean gain difference to answer research question while the null hypotheses were tested using two way analysis of Covariance (ANCOVA). Findings reveals that no significant difference in performance among learning styles (F (2, 53) =0.133, p=0.876>0.05). However, students taught with ethno-science performed significantly better than those taught by lecture method (F (1, 53) =64.537, p=0.000<0.05). Also, no gender difference was found (F (1, 23) =0.128, p=0.880>0.05). Therefore, it was recommended that Ethno-science Teaching should be use at basic education level. Keywords: Ethno-Science, Basic Science and Learning Style and performance