The purpose of this study is to identify how a four-semester sequence teacher education program helps change pre-service teachers' perceptions about constructivist teaching and learning as they progress through the program. The participants of the study included a total of 194 science pre-service teachers in four different semesters of their teacher preparation program. The instrument used in this study was the Constructivist Learning Environment Survey (CLES), a Likert scale survey. The data were analyzed using primarily multivariate statistical methods. One way ANOVA was used to identify patterns within cohorts regarding pre-service teachers' belief about constructivist strategies. Major findings indicated that although there were statistically differences subscales of Shared Control and Critical Voice, in general pre-service science teachers hold teacher centered belief. Based on these findings, it is possible to say that traditional teacher center education had been done under the name of constructivism in our teaching education programs.