Theoretical BackgroundTeaching and learning cultures in schools are socially constructed (Niemi, 2002) and teacher candidates bear with them a culture that is originated from their earlier experiences in schooling (Greenfield et al., 1996). Teacher education programs generally envision bringing about change in teacher candidates' passive forms of teaching and learning culture for the hope that this type of change will be translated into lower-levels of education. Constructivism is often described as an alternative to traditional instructional approaches. And, an increasing number of research studies highlight the importance of constructivist teacher education" in educating preservice teachers (Lunenberg & Korthagen, 2003; Tatto, 1998; Tynjälä, 1999). The purpose of this study was to understand how higher education students with teacher- centered backgrounds perceived their learning through social-constructivist learning environment. MethodIn this study a case study design was used, and was sponsored by The Turkish Science Academy (TUBA). Teacher candidates (TCS) attending their third year at the Foreign Language Department in a reputable undergraduate program formed the population. The implementation in Classroom Management Course lasted for 11 weeks in two sections. The social constructivist learning environment was formed with reference to the literature and activities were validated with two instruction experts. The process of the implementation was videotaped and observed for reliability purposes. In-depth information was collected through semi- structured interviews for formative and summative evaluation purposes, and an open-ended questionnaire was utilized for formative evaluation. All instruments were pilot tested and validated through expert opinion. For the purposeful sampling TCS' portfolios were collected and two TCS with high, two with moderate and two with low class performance and enthusiasm, and meticulous reflections were selected from (n=12). Data analyses were realized through content analysis. The data were triangulated with the thematic content analysis results in the transcribed interview data, field notes and reflective diaries. Video- recordings were used to triangulate data with field notes and reflective diaries.ResultsSince this is a qualitative study, only thematic findings will be presented in this presentation proposal due to word limitation considerations. The learning environment is motivating. Pair and group discussions are means to new build on new ideas and perspectives related to classroom management issues. Specifically exchange of past and present experiences as students and teacher candidates (TCS) on classroom management issues are educative. Teacher enthusiasm and teacher participation in exchange of past experiences is motivating, and teacher candidates find the teachers as a role model. In whole group discussions, TCS compete to contribute to others' knowledge construction.The learning environment mismatches the culture of the class. There is rare feedback from students to take part in the decision-making process in the early weeks. Even in taking autonomy and shape their portfolios. TCS have difficulty in accepting that the truth is a matter of interpretation and the approval of the teacher often emerges dramatically. TCS' who are more independent learners do not feel comfortable in collaborative groups. They have difficulty in engaging themselves in small group discussions. Not all group members take equal responsibility of learning of the group.Alternative evaluation means mismatch the university culture and students' culture. Performance based evaluation is preferred over process based evaluation because there is no abstractedness in how to be evaluated. The highly competitive university culture makes it difficult for students to share portfolios. Alternative evaluation is perceived as subjective; concerns were based on dynamics such as grading, being critical about their peers' work is perceived immoral. In brief, social constructivism is a culture and the learning and evaluation process needs to reflect that culture. Therefore, it is a challenge for educators to introduce a new learning culture within their higher education programs which is an aching process for higher education students who come from predominantly teacher centered environments. The changing roles of teachers and students in social constructivist culture are difficult to be adopted in a single course.