The study sought to enhance teacher trainees’ academic performance in chemical formulae and nomenclature using Conceptual Models. It was carried out in Colleges of Education in the three northern regions of Ghana. Developmental research design of the pretest-posttest control group design was employed. Cluster and purposive sampling techniques were used to select a sample size of 200. One research question and two hypotheses were designed and tested using 2-tailed t-test at 0.05 level of significance. Findings revealed that the use of conceptual models enhanced teacher trainees’ performance in chemical formulae and nomenclature and has no gender influence. In view of these, conc
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