This study dealt with enhancing the pedagogyofAccounting and Mathematics in Nigerian senior secondary schools through the integration of concrete models. Three hypotheses were formulated to guide the study. A descriptive survey research design was employed. Data were collected using a structured questionnaire validated by experts in curriculum and educational measurement, and reliability was established with a Cronbach alpha of 0.84. The population comprised 76 senior secondary schools within Abuja metropolis, while a sample of 140 teachers of Mathematics and Accounting was drawn using stratified and simple random sampling techniques. The study tested the hypotheses using logistic regression to determine predictive influence, correlation to establish the relationship between model use and student performance, and one-way ANOVA to test for group differences. Findings revealed that the use of concrete models significantly enhances students’ conceptual understanding, problem-solving ability, and performance in both subjects. The findings resonate with recent scholarship that emphasises the importance of pedagogical innovations, such as the use of artificial intelligence in Accounting education (Udomette, 2025). While Udomette’s study highlights high-tech approaches, this paper demonstrates how low-cost, accessible concrete models or tools can serve as immediate and practical solutions in Nigerian secondary schools. Recommendations included retraining and capacity-building workshops for teachers, provision of instructional resources, and curriculum review to institutionalise model-based pedagogy in Nigerian schools.