This study aimed to investigate the usage of cognitive learning strategy components (in-depth study, pre-expository effort, wide-range of study, rehearsal and organization) by secondary school students as well as their contribution to academic achievement of students in Mathematics. To carry out the study, two (02) research questions were raised and hypothesized. A correlation research design was adopted and all senior secondary school (SS 2) students in Benin City made up the population and a sample size of 140 students was used.