The persistent low academic performance of secondary school students in accounting has remained a major concern in Nigerian education, particularly in urban centers such as Aba Metropolis, Abia State. Peer tutoring has been identified as a potential strategy to enhance learning outcomes by promoting collaborative learning, motivation, and engagement among students. This study investigated the influence of peer tutoring on academic achievement in accounting among SS1 students in Aba Metropolis, with specific focus on the sub-variables of students’ motivation, communication skills, and teacher supervision and guidance. The study adopted a descriptive survey research design, and the population comprised all SS1 accounting students in selected public and private secondary schools within the metropolis. A sample of 200 students was drawn using multistage sampling techniques. Data were collected through a structured questionnaire titled Peer Tutoring and Academic Achievement Questionnaire (PTAAQ), validated by experts in Educational Psychology and Accounting, and reliability was confirmed using Cronbach’s alpha (0.83). Data were analyzed using mean and standard deviation to answer the research questions and Multiple Regression Analysis to test the hypotheses at 0.05 level of significance. Findings revealed that students’ motivation, communication skills, and teacher supervision and guidance each had significant positive influence on students’ academic achievement in accounting. The study concluded that peer tutoring is an effective instructional strategy capable of improving students’ understanding and performance in accounting when properly structured and supervised. The study recommends that teachers actively supervise peer tutoring sessions, encourage student motivation, and foster effective communication among peers. Additionally, school administrators should institutionalize peer tutoring programs to enhance academic outcomes in accounting and other challenging subjects. The findings of this study provide practical insights for educators, policymakers, and researchers interested in improving secondary school students’ academic performance through collaborative learning strategies.