This study aims to determine the attitudes of classroom teachers towards constructivist approach and to analyze the effect of their attitudes towards constructivist approach on their level of creating a constructivist learning environment. For that purpose, relational screening model was used in the research. The research sample included 504 teachers doing their duties in 32 elementary education schools in the Province of Mersin Akdeniz, Yenisehir, Toroslar and Mezitli central districts. Attitudes of the teachers towards the constructivist approach were measured using "Constructivist Approach Attitude Scale" (CAAS) developed by Evrekli et al.; and their level of creating a constructivist learning environment was measured using "Constructivist Learning Environment Scale" (CLES) developed by Tenenbaum et al. (2001) and adapted into Turkish by Fer and Cirik (2006). At the end of the research, it was determined according to the views of most classroom teachers that attitudes towards the constructivist approach were positive; they created constructivist learning environment at medium level; there was also a significant difference between constructivist learning environment scale and sub-dimensions of discussion and interviews, sharing opinions with others, reflecting and motivating for the discovery of concept, meeting the needs of the learners and creating a meaning and correlation with real life situations. It was also determined that there was no significant difference between conceptual contradictions and material and sources, leading to a sub-dimension of conclusion.