This paper reports on an investigation examining science classrooms in Korea from two perspectives: constructivism and student-teacher interaction patterns. The constructivist Learning Environment Survey (CLES) and the Questionnaire on Teacher Interaction (QTI) were used to obtain comprehensive information on science classroom environments. The study involved 10th and 11th grade students from three different streams, 145 grade 11 students from the humanities stream, 195 grade 11 students from the science-oriented stream, and 99 grade 10 students from the science-independent stream. Results indicate distinctive perceptions depending upon which stream students were members of. (Contains 41 references.) (YDS)