Objectives: To determine the characteristics of constructivist teaching according the students' evaluation (the domains of personal importance of learning, control of learning, insecurity, student negotiation, critical thinking and scale of attitudes) at Vinogradska Nursing School in Zagreb, Bjelovar Nursing School and Koprivnica Secondary School, as well as to determine whether there is any difference in evaluation of constructivist teaching related to gender, place of residence, the year the student is currently in and the final grade at the end of the previous school year. Study design: Cross-sectional survey. Participants and methods: 210 adult students attending the aforementioned nursing schools took part in the survey. Research instruments were general sociodemographic data and a translated and modified constructivist teaching scale consisting of 35 statements and 6 domains. The survey was carried out during the months of October and November 2017. Results: Compared to respondents who live in town, the ones from the country have a higher score for personal importance of learning with a median of 24 (interquartile range is 22-26) (P = 0.01), control of learning with a median of 25 (interquartile range is 23 - 27) (P = 0.02) and critical thinking with a median of 26 (interquartile range is 24-27) (P = 0.004). Statistically speaking, no significant differences related to any general sociodemographic data concerning the participants have been found in other domains. Conclusion: All features of constructivist teaching have been confirmed by all participants. A statistically significant difference in results related to place of residence is evident in domains personal importance of learning, control of learning and critical thinking. Statistically significant differences regarding any sociodemographic data about the participants have not been found in other domains.