In response to the controversial conditions of education in American and the need to identify other educational models to properly educate and train children to meet the demands of the 21st century, schools have created and developed learning environments that aid in reforming education. Educators, school districts, state and federal governments try to figure out what is really needed to reform the educational system, most would agree that more research is needed on educational models that may help to meet the demand of educating students in the 21st century. In an effort to further research on alternative educational models, the purpose of this qualitative, single-site, embedded case study was to explore the perceptions of parents and teachers regarding the impact of a constructivist approach to education on the academic success of Kindergarten through fifth grade students in a Houston, Texas elementary school. This case study examined the perceptions of teachers and parents about the success or failure of constructivism as an educational model that is being used at their child's elementary school. The data analysis was done using NVivo10. Emerging themes developed because of the data analysis, related to constructivism and the student, and constructivism and the teacher. The results yielded recommendations for the use of constructivism as an educational model for both teachers and parents. The recommendations may be used to improve current constructivist educational environments and for those considering changing from a traditional educational environment to a constructivist one. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]