Mathematics is one of the core subjects in secondary schools and a credit pass is required in it for gaining admission into tertiary institutions. In a secondary school setting, every classroom is made up of students with heterogeneous ability levels. This study, therefore, investigated the effect of drill-and-practice instructional package on achievement and attitude of students with low, average and high ability levels in Mathematics. The study adopted pretest, posttest quasi-experimental design. Sixty-four (64) students selected through multistage sampling procedure made up the sample.