The aim of this study was to determine pre-service teachers' perspectives on constructivism and its implementation in schools. In order to do this, a semi-structured interview was conducted with 12 primary pre-service teachers from the grades 2, 3, and 4. Four pre-service teachers were voluntarily selected from each grade for interview. Each interview lasted about 20 minutes. The recorded interviews were transferred to written texts and later analyzed. The responses were examined by descriptive and content analysis. According to the most significant results of the research, the pre-service teachers' knowledge of constructivism is general, theoretical, and limited. Although they are very positive about constructivism as a teaching and learning approach, they have major hesitations in its implementation in the schools due to the lack of experience in such an approach during their education and the lack of motivation for constructivism resulting from the weaknesses of knowledge. The pre-service teachers also think that the lessons and practices in the faculty of education are not very sufficient to become a constructivist teacher.