In this study, the researcher investigated the interaction effects of method and location on academic achievement of secondary school physics students using constructivist teaching method. Pretest-posttest non-equivalent control group design was adopted. The study was conducted in Enugu North and East Local government Areas of Enugu state. The population of the study was 5,104 senior secondary one (SS1) Physics students. The sample size was 118 (60 males and 58 females). Stratified random sampling was used to draw two co-educational schools, one from Urban Schools and the other from rural schools. In each of the two schools sampled, two intact classes were randomly sampled from SS1 Physics students. One out of the two classes sampled was assigned to constructivist teaching method while control group was assigned to lecture method. Three research questions and three null hypotheses guided the study. The duration of the experiment lasted for four weeks. Data generated were analyzed using mean with standard deviation. Analysis of Covariance (ANCOVA) was used in testing the hypothesis at Plt 0.05. The results of the study showed that the studentsrsquo achievement in Physics was better when they were taught basic concept of electricity using constructivist teaching method than when they were taught using lecture method. The results also showed that location had a significant influence on academic achievement of Physics students in favour of urban schools. From the result of the study, significant (plt0.05) interaction effect due to method and location on studentsrsquo achievement in Physics was observed. Based on the findings some recommendations were made.