At the time of writing, the first community colleges in Ontario were preparing for transition to an accreditation model from an audit system. This paper revisits constructivist literature, arguing that a more pragmatic definition of constructivism effectively blends positivist and interactionist philosophies to achieve both student centred learning and predetermined outcomes. Relevant Ontario College Quality Assurance Service (OCQAS) and College Quality Assurance Process (CQAAP) standards and requirements are presented along with their implications for college policy and constructivist teaching methods. This paper provides practical suggestions for integrating both constructivist philosophies and policies translated from accreditation standards into instructional methods.