Students’ performances on Latitude and Longitude have been poor as revealed by West African Examination Council (WAEC) chief examiners’ reports. The poor performance can be associated with instructional strategy employed to teach the concepts. Computer Assisted Instructional strategy (CAI) has been considered as an alternative to the conventional method of instruction. The research study explores the effect of CAI strategy on the attitudes of 316 second year Senior Secondary School Students towards latitude and longitude in Ogun State, Nigeria. The study employs a pre-test post-test non-equivalent quasi-experimental design involving two groups; (experimental and control). Questionnaires on Students’ Attitude towards Latitude and Longitude (QSALL) were developed as the principal instrument for data collection. The (QSALL) was administered as a pre-test and post-test on the sample, and the post-treatment attitude scores were subjected to Analysis of Covariance (ANCOVA) using the pre-treatment attitude scores as covariates. In the analysis, mean scores of pre-test and post-test scores of the two groups were compared. The study also sought to establish whether gender has any significant main effect on student attitude when exposed to CAI. Findings indicated that CAI was more effective in promoting student’s attitude toward latitude and longitude. However, there were no significant main effect of gender on students’ attitude towards latitude and longitude. It is recommended that the instructional strategy be used in Nigeria schools to positively change students’ attitude toward the topic.