Physics is widely perceived by secondary school science students in Nigeria as a challenging subject compared to other sciences such as Chemistry and Biology. The Nigerian secondary school Physics curriculum encompasses themes including conservation of energy, energy quantization and duality of matter, and Physics in technology, covering key areas like mechanics, heat, optics, waves, and electricity. Mastery of these concepts is critical for students aspiring to pursue tertiary education in fields such as engineering, medicine, and space science, as a nation’s technological advancement depends on strong foundational knowledge in Physics. However, many students struggle with problem-solving skills necessary to understand and apply these concepts, contributing to low enrollment in Physics-related programs at the tertiary level. This study examines the role of mathematical competencies, particularly the application of change-of-subject formulas, in bridging learning gaps in Physics, enhancing student achievement, and improving attitudes toward the subject. By identifying effective strategies for integrating mathematics into Physics instruction, the research aims to strengthen students’ conceptual understanding, foster confidence, and promote higher academic performance in secondary school Physics.