The study investigated the effects of Google Classroom Blended learning strategy on the Academic performance and Retention of Senior Secondary School Chemistry Students in Ekiti West Local government area of Ekiti State. The study adopted a pre-test-post-test, control quasi-experimental research design. The sample for the study consisted of 50 senior secondary school two (SSII) Chemistry students. Two research questions were generated and four null hypotheses were raised to guide the study. The instrument used for data collection was a Google Classroom Blended Learning Chemistry Performance Test (GCBLCPT) extracted from the West Africa Senior Secondary Certificate Examination (WASSCE). The reliability was determined using Kuder-Richardson 20 which gave a reliability coefficient of 0.87 which shows that the instrument was suitable of this study. The research questions were answered using descriptive statistics of mean and standard deviation while the hypotheses were analysed using T-test at 0.05 level significant. The Findings from the study revealed that the chemistry students who were taught with both the Google classroom and conventional physical classroom performed better than those taught using only conventional physical classroom method. There was a significant effect of the use of Blended Google classroom on the scores of the students over the conventional physical classroom chemistry teaching-learning. The study’s findings revealed that using Google Classroom improves students’ performance in Chemistry and enhances their retention abilities. Based on the findings, it was recommended that Chemistry teachers should be encouraged to employ the use of Google Classroom in teaching the subject at the senior secondary school level to enhance learning and also improve the performance of the students in chemistry.