Evaluations of any understandings, programs or tendencies in educational applications occasionally enables to consider course of an issue in held. Through Science Teaching course included in teacher training program we utilized phenomenography to enlighten teacher candidates’ (TCs’) aspects of constructivism in science teaching which we captured in three categories: Non-constructivist, Semi-constructivist and, Constructivist. There is a hierarchic relation in between the categories. We grouped the aspects as general and Science-specific. Adding we searched if Science Teaching course aimed to make the teacher candidates understand constructivism and gain the skills in utilizing constructivist understandings in teaching science related subjects. A significant change from non-constructivist to constructivist and from semi-constructivist to constructivist approach was achieved. A model is asserted to encapsulate a successful way to maintain constructivist understanding and application.