This study investigated the effect of mind mapping teaching approach on students’ academic achievement in secondary school Physics in Enugu East L.G.A of Enugu State. Two research questions and three null hypotheses tested at 0.05 significance guided the study. A Posttest Quasi-Experimental design was adopted. The population for the study was all the SS2 Physics students in the Local Government Area. Purposive sampling technique was used to select two public schools comprising 51 students. The experimental group was taught using mind mapping teaching approach while the control group was taught using guided discovery method. The instrument for data collection were 25 PAT adopted from WAEC-past questions which were validated by three experts and tested for reliability using Kuder-Richardson’s formula-20 which yielded coefficients 0.85. The data collected were analyzed using mean, standard deviation and ANCOVA. The findings amongst others showed that students in mind mapping teaching approach group achieved better than their counterpart. Based on the findings of the study, it was recommended that physics teachers should incorporate mind mapping teaching approach in teaching.