"The Turkish Language (for 6th, 7th and 8th grades) Teaching Program", introduced in 2005 is grounded upon constructivist learning theory. However, theory-based approach leads to the opposition of components in teaching process, and ignores the differences among subject disciplines. Moreover, teaching activities prepared with constructivist learning perspective is not compatible with nature of teaching L1 (mother tongue) teaching. In this context, introducing the functionality of constructivist theory in L1 teaching within discipline-framed perspective becomes crucial in terms of providing efficiency in native language teaching. In this paper, constructivist learning theory is introduced within its philosophical roots; the functionality of its principles, strategies and hypothesis has been analyzed with reference to native language teaching. Moreover, the study offers a discussion of how these principles, strategies and hypothesis could be used in native language teaching in a concrete way.