The study examined the influence of pedagogical approaches on students’ academic performance in Physical Geography in public secondary schools in Ngong Sub-County, Kajiado County, Kenya. The objectives of the study were to examine the pedagogical approaches influencing students’ academic performance, analyze students’ attitudes toward Physical Geography, assess the impact of these approaches on students’ achievement, and identify challenges affecting the teaching and learning of the subject. The study was guided by the Constructivist Learning Theory, which emphasizes learner-centered instruction and active participation. A descriptive research design was adopted, targeting Geography teachers and students in selected public secondary schools. Data were collected using questionnaires for both teachers and students and analyzed using descriptive statistics through the Statistical Package for the Social Sciences (SPSS). The findings revealed that learner-centered approaches such as group discussions, demonstrations, and inquiry-based learning significantly enhance students’ understanding, participation, and performance. The study also established that students generally have positive attitudes toward Physical Geography, particularly when learning is experiential, interactive, and connected to real-world contexts. However, the study found that inadequate instructional materials, limited fieldwork opportunities, overcrowded classrooms, and insufficient integration of ICT hinder the effective application of innovative pedagogical methods. Based on these findings, the study recommended that the Ministry of Education and school administrations should increase funding to support fieldwork and the provision of teaching resources, promote teacher professional development, and enhance ICT integration in Geography instruction. Teachers were encouraged to employ learner-centered and practical approaches, while students were advised to actively participate in collaborative and field-based learning activities. The study concluded that effective and well-resourced learner-centered pedagogies significantly improve academic performance and attitudes in Physical Geography, and that sustainable improvement requires coordinated effort among the Ministry of Education, schools, teachers, parents, and learners.