Despite the growing application of design and development of constructivist teaching and learning strategies in many fields of study, the effort devoted to exploring the role of the constructivist view of teaching methods for computer software learning is still limited. This study experimented with a new teaching strategy for software applications, in which more interactions and class participation were expected. The strategy had been previously implemented in an undergraduate level course. This was a continuation at the graduate level and aimed to investigate the experiences from both the perspectives of the instructor and students. The findings show that the students strongly felt that the innovative teaching strategy helped them better concentrate in class, which resulted in more peer interactions and class participation. The instructor was satisfied with and appreciated the teaching innovation and considered the strategy effective in meeting the learning goals. Several drawbacks were discussed based on the experience.