The purpose of this study was to investigatethe relation between constructivist learning environment and students’motivation to learn science by testing whether students’ self-efficacy inlearning science, intrinsically and extrinsically motivated science learningincrease and students’ anxiety about science assessment decreases when moreopportunities for personal relevance, student negotiation, shared control,critical voice, and uncertainty for scientific knowledge is provided.Constructivist Learning Environment Survey and Science Motivation Questionnairewere administered to 243 elementary school students. The hypothesized model forstudents’ motivation to learn science in their perceived learning environmentwas tested via LISREL. The results revealed that the students were negativelymotivated to learn science in more constructivist learning environment. On theother hand, the findings indicated that the students were more motivated tolearn science when they had more opportunities in relating science with thereal world issues. Therefore, science educators should emphasize more on theconnectedness of science at school to real life for motivating students tolearn science.