This study examined the predictive role of active learning strategies on learning outcomes in economics among senior secondary school students in Amuwo-Odofin Local Government Area of Lagos State Nigeria. Out of the various methods that can be utilised in active learning strategies, the study focused on Questioning, Peer Teaching, and Resource Person methods. The research utilised a survey research design, with the use of questionnaire as the primary tool for data gathering. A total of 417 participants were chosen using the simple random sampling technique. The study sample comprised 386 students and 31 teachers, a sample size which was calculated using Slovin’s formula. Four hypotheses guided the findings of the study. The gathered data underwent analysis through both simple linear regression and multiple regression techniques. Findings revealed that active learning strategies have significant joint influence (F3, 27 = 2.096; P<0.05) on the learning outcomes of senior secondary school students in Economics. It was also found that questioning and peer teaching have significant positive influence (.=0.25; P<0.05) and (.=0.29; P<0.05) respectively, on students’ learning outcomes in Economics. While resource person strategy was found to have a significant negative influence (.= -0.30; P>0.05) on students’ learning outcomes in Economics. Based on the findings, it was recommended among others things that active learning techniques should be encouraged in economics classroom in order to enhance students’ academic learning outcomes.