The purpose of this research was to investigate the efforts made by teachers to utilize the constructivist approach to teaching. The study was also aimed at exploring major challenges that adversely influence teachers from using constructivist approach to teaching. Furthermore, assessing the difference between governmental and non-governmental school teachers in utilizing constructivist approaches and the challenges they encounter were also within the scope of the study. The sample consisted of 58 governmental and 53 non-governmental school teachers purposively selected from 17 primary schools of Bahir Dar town. Percentage & t- test were used to analyze data. Questionnaires and classroom observation checklist were considered to gather data. As the findings indicate, it is inconceivable to accept that teachers are utilizing constructivist approach to teaching in their respective classrooms. Besides, it showed that the difference between governmental and non-governmental school teachers in utilizing constructivist approach was significant. Teachers had identified 10 major challenges that adversely influence their practice from a constructivist approach perspective. Data also revealed that what were the major challenging factors for governmental school teachers in ""'utilizing constructivist approach were not found to be serious problems for non- governmental school teachers.