This exploration of constructivism begins with a discussion of constructivist epistemology and learning theory, explaining that constructivist epistemology is difficult to label, though many writers, educators, and researchers have come to an agreement about how this constructivist epistemology should affect educational practice and learning. The paper goes on to consider what constructivism means for learning, offering a summary of characteristics of constructivist learning and teaching and using the summary to compile a constructivist checklist. This checklist can be applied by educators to educational projects and environments in order to observe the way in which constructivist epistemology and theories of learning can be accommodated in educational practice. The paper concludes by suggesting that an important challenge for educational reform is to begin to question and come to greater understanding of the philosophy, theory, and epistemology that presently informs educational practice. (Contains 32 references.) (SM)