This study aims to identify the views of preschool teachers about learning within the framework of the cognitive and sociocultural constructivist approach and reveal the practical applications of constructivist learning in the 2006 Preschool Curriculum. Participants were ten preschool teachers working at three preschools in Bolu, Turkey and data were collected from focus group interviews with these teachers. According to the findings preschool teachers' views about children's learning through school activities were primarily in line with the sociocultural constructivist approach. The majority of teachers were found to believe constructivist learning could best be realized in preschool classes through open-ended activities.