This chapter analyses constructivism and constructivist learning theory and discusses various approaches to constructivist pedagogy in schools. The key idea of constructivism is that meaningful knowledge and critical thinking are actively constructed, in a cognitive, cultural, and a social sense, and that individual learning is an active process, involving engagement and participation in the classroom. It is argued that the effectiveness of constructivist learning and teaching is dependent on students’ characteristics, cognitive, social and emotional development, individual differences, cultural diversity, motivational atmosphere and teachers’ classroom strategies, school’s location, and the quality of teachers. The chapter offers some insights as to why and how constructivist learning theory and constructivist pedagogy could be useful in supporting effective approaches to improve learning, performance, standards and teaching. Suggestions are made on how to apply constructivist learning theory and how to develop constructivist pedagogy, with a range of effective strategies for enhancing meaningful learning and critical thinking in the classroom and improving academic standards.