Neurodiversity Strategy's (NDS) Effect on Students' Creative Mind among Basic-7 Intermediate Science Classrooms in Makurdi Metropolis was studied using pre-test post-test quasi-experimental-control research design. Two research questions and two hypotheses were used to guide the study. A multistage sampling technique was used to select 70 Basic-7 Intermediate Science students from a population of 1,996 students in 25 Government Grant-Aided schools in Makurdi Metropolis. Torrance Test of Creative Thinking (TTCT-Figural B) was adapted and used for data collection. TTCT was validated by five experts and was trial tested on 22 Basic-7 students. Test scores collected were computed by Pearson Product Moment Correlation and yielded a reliability coefficient of 0.89. Mean and standard deviation were used to answer research questions, while hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOV A). Findings revealed a significant difference in the development of creative-mind mean scores of students taught using NDS and those taught using ET in Intermediate Science (ρ < 0.05). Also, no significant difference in the development of creative-mind mean scores of male and female students taught Intermediate Science using NDS, (ρ < 0.05). The study concluded that the NDS was significantly more effective than the Expository Teaching (ET) method in enhancing the development of students' creative minds in Intermediate Science. Therefore, Science teachers were recommended to adopt NDS in teaching Intermediate Science to enhance students' creative mind at basic education level.