The current study is a quantitative research that aims to throw light on the place of students' views on contextual vocabulary teaching in conformity with Constructivism (CVTC) in the field of foreign language teaching. Hence, the study investigates whether any significant correlation exists between the fourth year university students' attitudes concerning CVTC in terms of their individual differences and their achievement scores. In this sense, a case-specific attitude scale was also developed for the purpose of the study. The results juxtaposed with the previous findings in the literature indicate that CVTC would serve new benefits for the interests of foreign language teaching.