The Turkish education program amendment for the first five grades of primary education initiated in the 2005-2006 academic year is much more than an ordinary program amendment: it promises a truly holistic transformation that would radically change education applications. The amendment proposes giving up the traditional education system in favor of a constructivist education system. With constructivist learning, the emphasis shifts to learning through construction of one's own knowledge base instead of a passive transfer of existing information. Thus the base of constructivist learning is formed by the student, making the role of teacher crucial as a guide and leader. The purpose of this study is to demonstrate the importance of teachers' roles in a constructivist learning approach as well as the sufficiency of current teachers to comply with the constructivism-based education system implemented in the 2005-2006 academic years. 712 students from elementary school teacher education programs at a Turkish university were selected as a sampling group. The scale for measurement included 149 articles, written in Likert. This scale was tested on the sample group using 3 different methods: (i) factor analysis, (ii) total matter correlation and (iii) matter distinctive. The sufficiency criteria for teachers was formed by (i) Aspects related with the students, (ii) Aspects related with curriculum planning, (iii) Aspects related with the education process and (iv) Aspects related with measurement and evaluation. The structure validity of the scale is between 0.37 and 0.73 and the total article correlations are between 0.24 and 0.68. Article distinguishing specification is found as the [mu]=0.05 level. Internal consistency level of the scale is Cronbach Alpha 0.79, and the invariability level according to the time is 0.81.