In this paper, we examine the efficacy and relevance of constructivist pedagogy within the Jamaican schooling and educational contexts. We recognize that it is an educational topic that has received a fair amount of attention in Jamaica, one which has been discussed and written about by numerous scholars and educators who have focused extensively on areas of curriculum, teaching, and learning (Down, 2008; Evans, 2006; Figueroa, 2010; Gentles, 2006; Jennings, 2007).