Identifying the perceptions of the pre-service teachers about the constructivist approach is significant in that they will employ this approach in their future profession. The reason is that planning and delivering the courses based on the constructivist approach depends on the pre-service teacher's knowledge of, attitude towards and perceptions about this approach. In this sense, the aim of this study is to identify the perceptions of the prospective classroom teachers about the constructive theory in the light of phenomonographical approach. Phenomonography is commonly used in educational studies and is an empirical approach which aims at identifying qualitatively the different ways in the experience, conceptualization, perception and understanding of people concerning various incidents. The participants of the study are 127 prospective teachers attending the third and fourth grade of the department of classroom teaching at the faculty of education at Afyon Kocatepe University. The data of the study were collected using the word-association test. The data obtained were analyzed through the phenomenological method. The findings showed that the perceptions of the prospective classroom teachers about the constructive theory are categorized under seven themes, namely theoretical bases of constructivism, program in constructivist theory, teacher in constructivist theory, students in constructivist theory, classroom environment in constructivist theory, sources in constructivist theory, and misconceptions about constructivist theory. In addition, their perceptions were categorized under sub-dimensions of each theme mentioned above.