The significance of both science education and scientific communication has increased in parallel to the increase in scientific knowledge and rapid advances in technology. In producing students who have science literacy, skills of scientific process and higher-level thinking skills teaching-learning approach of teachers and communication between teachers and students are very significant. The purpose of this study is to determine the science teachers' and primary teachers' learning and teaching conceptions and constructivist learning environment perceptions. The sample of the study consists of 100 participants from science teachers and primary teachers working at the public schools in the Central Anatolia region. "Easily accessible sampling method" was used for the selection of the participants. The study is quantitative research and a survey method that is directed to the determination of the current state has been used. Teaching-Learning Conceptions Questionnaire (TLCQ) and Constructivist Learning Environment Survey (CLES) have been used as the means of data collecting. The findings of the study suggest that the classroom teachers had a constructivist approach in contrast to a conventional approach in regard to learning and teaching. Similarly, it was found that the science teachers had a constructivist approach in contrast to a conventional approach in regard to learning and teaching. It was found that the participants generally had a constructivist approach and that their perception of the constructivist learning setting is higher than the medium level. It was also found that the science teachers had higher perceived levels of about constructivist learning setting than the classroom teachers. The results of the MANOVA indicated that the professional experience of the participants had a significant effect on the perception levels about the constructivist learning-teaching approach. That's why the research for the reflections in application gains importance in this study.