Various theories have emerged as researchers continue to focus on different kinds of learning approaches. Some have focused on acquisition of skills such as learning to type, write and read. Others have focused on learning without understanding and its effects on schema formation and transfer. Still others studies have led to emergence of new ideas due to interaction between people. Education theorist have also explored different settings on learning including, preschools, schools, experimental laboratories, informal gathering spots, homes and workplaces. In addition they have used the variety of learning measurement in developing these learning approaches. This article compares and contrasts direct instruction approach with constructivist learning approach. Direct instruction approach is used to describe a phenomenon in which a teacher or an expert passes information directly to learners. The information passed to learners is well structured with clearly defined objectives set to be achieved. In constructivist approach, learners engage in solving problem in different situations and environments contributing to knowledge construction. In this approach every learner is left by himself to acquire meaning and knowledge through engaging in group work. Pertaining methods of learning and teaching applied in both approaches, learners in direct instruction approach are required to learn independently as compared to constructivists approach where group work is encouraged. In direct instruction approach all learners follow the same rules and share comparable objectives while in constructivist approach learners are not guided by parallel rules and objectives. In direct instruction approach the learning process is predetermined and the criterion used is geared towards helping learners understand concepts, be able to remember them in the future and practically apply them in their endeavor. Constructivist approach is not guided by structured procedure of events; learning is motivated by arising situations, problems and difficult learning environment. In direct instruction approach old procedural tactics of teaching are used. For instance it makes use of work sheets and lecturers to assist in learning. In constructivist approach learners are motivated by exploration and urge to come up with solution to problems (Baker, McGraw & Peterson, 2007). In assessment, direct instruction approach learners are graded using rubric. Assessment comprises specific questions and teachers expect learners to answer them in a specific way which comply with the set standards. Constructivist approach does not follow any traditional assessment tactics. Students learn through group work. In addition, self reports are used to grade the learners. In direct instruction approach, community brand learners are educated after achieving certain set of standards while in constructivist approach one is termed due to his or her creativity and when he or she is in a position to critically solve problems (Duffy, 2003). Direct instruction approach aims at helping learners of various levels to achieve their objectives and goals while constructivist approach focuses on helping learners accomplish goals and solve problems as a group. It also nurtures the spirit of team work. Regarding instruction requirement and problem solving, direct instruction