This study investigated the effects of analogy instructional strategy on senior secondary school physics students' academic achievement in Adamawa State, Nigeria. The target population of the study consists of all public Senior Secondary School (SSII) Physics students in Yola Education zone of Adamawa State. A total of 121 SS II students formed the sample for the study. Multistage sampling technique was used to select the sample. The subjects were divided into two groups; the experimental group (n= 82 and the control group n=39). The study adopted the pretest, posttest, quasi-experimental and control group design. A pretest was administered before the treatment to establish the equivalence of the experimental and control groups. The subjects in the experimental group were taught using analogy while the control group subjects were exposed to the conventional lecture method for a period of four weeks. The topics taught were electric field and current electricity concepts. Two instruments, namely Physics Achievement Test (PAT) and English Language Proficiency Test (ELPT) were used for data collection. Research questions were answered using mean and standard deviation while hypotheses were tested using Analysis of Covariates (ANCOVA) at 0.05 alpha level. The findings of the study showed that (i) there are significant effects of treatment on students' academic achievement (ii) English language proficiency levels had no significant effect on the academic achievement of students in Physics (F (2, 169) =0.403, p > 0.05). Recommendations based on the findings were made among which include: the use of students – centred activity in teaching and learning physics should be encouraged.