This article focuses on the practical issues in implementing instructional approaches based on constructivist views of learning. The authors do not view this as a procedural guide, but rather believe that the design of these inquiry based learning (IBL) approaches must be guided by the view of learning represented in constructivist frameworks. Thus, they begin with a consideration of the constructivist framework as it informs design. They then examine the key design components based on this rationale and provide an instructional example.