This paper proposed to apply the perspective of constructivism to the classroom setting. Secondary science teachers and university personnel jointly developed and experimented with a variety of constructivist teaching strategies. Data were collected in the form of teacher anecdotes, audio and videotapes of lessons and student interviews, teacher developed instructional materials and student products, and were subsequently discussed and conceptualized by the joint investigators. This rather unique collaborative research model effectively blurred the more typically distinct boundary between theory and practice seen in many other research methodologies. The blurrier the distinction between theory and practice, stereotypically assigned to researchers and practitioners respectively, the greater is the relevance one has to the other. Collaborative research involving school teachers and university personnel has great potential for mutual benefit as reported from the work of this project. (MVL)