This research is the product of blending two pertinent questions. The first question is: "What are the guidelines and behaviors that define a Constructivist classroom?" There have not been a great number of pedagogical tools that discuss and summarize concrete, observable Constructivist behaviors. The second question is: "Is there a unique form of Benedictine pedagogy?" Using curricular theorizing as a methodology, this dissertation analyzes the intersect of Constructivism and Benedictine values. It also attempts to define the Constructivist framework and provide examples of behaviors that describe Constructivist teaching. It then examines Benedictine values through the lens of Constructivist teaching behaviors. While aspects of Benedictine monasticism, as reflected in the Rule of St. Benedict, can be described as Constructivist, the blending of specific Benedictine values results in a framework representing a unique Benedictine pedagogy. Dr. Norman Weston, Associate Professor, National College of Education, National-Louis University, was the dissertation adviser. (Contains 1 table and 4 figures.) [Ed. D. Dissertation, National College of Education National-Louis University.]