Physics is a science that forms an important element in the Kenyan education system. It provides essential knowledge required for technological advancement, achievement of vision 2030 and realisation of sustainable development goals (SDGs). In spite of its importance, students’ motivation to learn physics in Kenyan secondary schools remains low. Among the factors attributable to students’ low motivation to learn physics include; use of teacher centred teaching methods and lack of teaching/learning resources. This study sought to find out the effects of Advance Organizer Concept Mapping Teaching Strategy (AOCMTS), on secondary school students’ motivation to learn physics. Solomon’s Four Non-Equivalent Control Group Design was used. Two experimental groups received the AOCMTS as treatment while two control groups were taught using regular teaching methods. The study was conducted in Rongai Sub-County. Four co-educational secondary schools were purposively selected and randomly assigned to experimental and control groups respectively. Data was collected from a sample of 192 form two students. It was gathered using Student Motivation Questionnaire (SMQ) and analysed with the aid of the Statistical package for Social Science. The t-test, one-way ANOVA and ANCOVA statistical techniques were used to analyse data. The hypotheses were tested at alpha level of 0.05. Findings of the study indicate statistically significant difference in motivation to learn physics between experimental and control groups in favour of experimental groups. Use of AOCMTS resulted in higher motivation to learn physics compared to the use of regular teaching methods. The study concluded that, Advance Organizer Concept Mapping Teaching Strategy may be effective in raising students’ motivation to learn physics and hence physics teachers should be encouraged to use AOCMTS.