This study examined the influence of teacher qualifications and teaching methods on students’ interest in Business Studies in public junior secondary schools in Taraba State, Nigeria. Guided by the principles of effective pedagogy and student-centered learning, the research adopted a descriptive survey design. The study population comprised 951 teachers and 96,847 students across 369 public junior secondary schools offering Business Studies in Taraba State, which is divided into 12 Educational Zones and 18 Local Government Areas (LGAs). A multistage sampling technique was employed and a Taro Yamane’s formula was used to determine the sample size of 282. Data were collected using a structured questionnaire developed by researcher. Data were analyzed using descriptive statistics, regression analysis, and independent samples t-tests with the aid of SPSS version 27. Findings revealed that teachers’ professional qualifications positively influenced their teaching effectiveness, with higher qualifications and participation in workshops enhancing lesson delivery. Teaching methods, including the use of multimedia, real-life examples, and adaptive instruction, were found to have a strong positive effect on students’ engagement and interest in Business Studies. Regression analyses indicated that teaching methods accounted for 22.9% of the variance in student interest, teacher qualifications explained 17%, and specific strategies accounted for 15.3%, highlighting the relatively greater impact of teaching approach over qualifications alone. The study concluded that integrating dynamic teaching methods, relevant instructional content, and targeted strategies can significantly enhance students’ engagement and learning outcomes. It is recommended that policymakers, school administrators, and teachers prioritize professional development, adopt student-centered instructional approaches, and incorporate practical, real-world content into the Business Studies curriculum.