This study examines whether the instruction of an elementary mathematics education methodology course corresponds to constructivist learning. The participants were pre-service teachers in their senior year at a college in the southern part of the U.S. They were 49 students (3 men, 46 women) enrolled in three sections of a teacher certification course, one in the K-4 program and two in the K-8 program. During the first half of the semester, the instructor taught all students via direct instruction and during the second half by using a strategy involving hands-on activities, group work, and empowerment of students. The researcher administered the Constructivist Learning Environment Survey (CLES) at the beginning and at the end of the treatment. The investigator of this research will use the CLES to examine whether or not the instructor maintains a classroom that promotes a constructivist learning environment. Results showed that the classroom learning reflected a constructivist environment in four of six sections of the survey. (Contains 2 tables.)