Conceptions of teaching and learning indicate teachers’ beliefs about their preferred ways of teaching and learning. These beliefs involve meaning of teaching and learning and roles of teachers and students. This study, which is a descriptive one, aims to describe preservice teachers’ conceptions of teaching and learning and reveal the relationship between their conceptions of teaching and learning and constructivist learning environments. The relational screening model was used in the study. The working group of the study 227 preservice teachers attending Necmettin Erbakan University Ahmet Keleşoğlu Education Faculty in the 2017-2018 academic year. “The Teaching-Learning Conceptions Questionnaire” , which was developed by Chan and Elliot (2004) and adapted to Turkish by Aypay (2011), was used to determine preservice teachers’ teaching and learning conceptions. On the other hand, “Scale for Assessment of Constructivist Learning Environments”, which was developed by Arkün and Aşkar (2010), was used to determine preservice teachers’ perceptions with regard to constructivist learning environments. Descriptive statistics were used in this study to determine preservice teachers’ teaching-learning conceptions. In addition, non- parametric tests were used in order to analyze the data. Moreover, Mann Whitney U test was used to compare and contrast preservice teachers’ conceptions of teaching and learning on the basis of gender, whereas Spearman rank correlation coefficient was used to determine the relationship between preservice teachers’ preferences of teaching and learning conceptions and their conceptions of constructivist learning environments. According to the findings of the study, 1) preservice teachers like the constructivist approach better than the traditional approach and prefer it at a higher level. 2) Preservice teachers’ conceptions of teaching and learning do not vary by gender. 3) There is a positive and low level of correlation between preservice teachers’ constructivist teaching and learning conceptions and their perceptions of constructivist learning environments.