The study examined the effect of Academic Staff Union of Universities (ASUU) strike on students’ academic achievement in North Central universities, Nigeria. The study adopted a correlational survey design. The population comprised undergraduate students in public universities in North Central Nigeria, while a sample of 1,200 students was used for the study. Data were collected using a structured questionnaire titled ASUU Strike and Students’ Academic Achievement Questionnaire (ASSAAQ). The instrument was subjected to expert validation, while internal consistency was established using Cronbach’s Alpha, which yielded an overall reliability coefficient of 0.88. Two research questions guided the study, while two null hypotheses were tested at 0.05 level of significance. Mean and standard deviation were used to answer the research questions, while multiple linear regression was employed to determine the individual and combined effects of disruption of academic activities and loss of instructional time on students’ academic achievement. The illustrative regression results indicated that disruption of academic activities significantly predicted students’ academic achievement (β = −.47, p < .05), while loss of instructional time also significantly predicted students’ academic achievement (β = −.39, p < .05). The combined model was significant, indicating that the two predictors jointly explained a substantial proportion of the variance in students’ academic achievement. The study concluded that recurrent ASUU strikes constitute an important threat to continuity and effectiveness of university education in North Central Nigeria. It was recommended that government and university authorities establish more effective mechanisms for resolving industrial disputes without prolonged interruption of academic activities.