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The aim of this study is to determine the levels of constructivist learning sufficiency of teachers of Religious Culture and Ethics Knowledge and the factors affecting constructivist learning approach. Data was collected from 200 teachers of Religious Culture and Ethics Knowledge, working in primary and secondary schools, through Teachers’ Sufficiency Scale (Karadağ, 2007), related to constructivist learning approach, and personal information forms. According to the results, it was found that the sufficiency of constructivist learning approach of teachers of Religious Culture and Ethics Knowledge were average in terms of general and sub-dimensions of constructivist learning approach. Additionally, the variables, seniority system, the knowledge and attitude levels of teachers directed towards constructivist learning, are the factors employed to predict the sub-dimensions of constructivist learning as no significant difference was found by sex, age, education level, geographical region and the type of faculty graduated and type of school worked in.