The purpose of this research is to determine the possible effects of the constructivist approach which is applied by teachers, on classroom management. Twenty teachers who were chosen by means of extreme sampling and snowball sampling in Sereflikochisar, district of Ankara, participated to the research. The data were collected through an interview guide which was developed based on the related literature and experts opinions. Data were analyzed by using NVivo 2 qualitative data analysis program. According to the results, comparing with the traditional approaches, the use of the constructive approach gives more role and responsibilities to the teachers in classroom management and activities of classroom management dimensions appear to change to the constructivist approach parallelly.