Constructivism is a concept based on the notion that learning is an active process occurring between the individual and the surrounding world. Such learning is defined as active, being constructed out of one’s own experiences and in relation to one’s prior knowledge. The tendency of modern teaching is to create a shift away from the traditional methods of teaching by which the student is characterized as a passive recipient of knowledge transmitted by the teacher, who is seen as initiator and executor of the teaching process. The aim of this research was to examine the extent to which primary and secondary school teachers employ active learning methods in classrooms, the extent to which they find themselves qualified for employing them, and to define barriers which hold back the implementation of active learning strategies. The results showed that although teachers are familiar with such methods, their use, among some other factors, depend on the science subject area being taught. Those who teach subjects that belong to the Natural Sciences, use a greater variety of active teaching methods in comparison to those whose subject belongs to the area of Humanities, while the teachers of vocational subjects are found to be the least open towards innovative teaching. Consequently, those teachers who rarerly use active learning methods believe that they need to attend more professional development programs. Teachers recognized active methods of learning as the most effective for the acquisition of knowledge, while only 28.33% of teachers opted for the frontal teaching method. Teachers are familiar with the above-mentioned concept even though they are aware of the fact that they need more training in order to successfully employ such strategies. They are also aware of the number of factors undermining the successful planning and realization of the learning process, depicting the curricular reform as the only solution crucial for the betterment of the educational system.