Introduction: This study investigates the effect of employing constructivist methods and materials on the attitudes of prospective teachers' (psychological counseling students) toward human rights education. Method: The research employed a quasi-experimental pre test-post test control group design. The experimental group, consisted of 23 male and 22 female, received constructivist instruction, and control group, consisted of 17 male and 23 female, received traditional instruction in the Human Rights course in Fall 2008. The Human Rights Education Attitude scale was used to collect data about prospective teachers' attitudes toward human rights at the beginning and after the course. Then, after a semester, the scale was readministered to understand the level of permenance of prospective psychological counselors' attitudes toward human rights. Results: The results show that attitudes of the prospective psychological counselors toward human rights education in both experimental and control groups increased. However, the difference in the experimental group, used constructivist approach, was statistically significant than those in the control group, used traditional approach. Besides, the results of the follow up study showed that attitudes of the experimental group were significantly higher than those in the control group in terms of permenance. Discussion and Conclusion: This study showed that authentic learner-centered activities based on a constructivist approach are more effective and have long lasting effect on the attitudes on learners toward human rights. Therefore, such instruction can be widely used as an effective tool both for cognitive and affective development of learners. (Contains 2 tables and 1 figure.)