Th purpose of this study wa to investigate the major problems thatrnhindered the implementation of eTLA from constructivism philosophicalrnpedagogical and p ychological points of view. The problem of the studyrnwa non- involvement of preparatory school students in knowledge andrnmeaning construction. Both qualitative and quantitative re earch methodsrnwere u ed. Qualitative re earch methods was employed to explorernparticipant ' experiences, views feeling and opinions regarding thernimplementation of eTLA. Questionnaire was used as tool of datarncollection. 54 teachers and students were 'elected based on purposive andrnsnowball ampling techniques. The major findings of the study were: thernteaching learning process was one way communication,' learning wasrnlimited at recall and comprehension levels, high order thinking wasrnignored,' except language teachers, the rest were not confident to implementrneTLA in their respective classes,' basic facilities and infrastructures werernnot fulfilled,' the prevalent curricula were not conducive to implementrneTLA and student were criticized for committing mistakes. The researcherrnconcluded that didactic teaching was the dominant teaching approach.rnTeachers lacked adequate knowledge and practical skill in implementingrneTLA.As a re ult they were not in a position to assist student to con tructrntheir own knowledge and meaning from the learning material. So thernteaching learning proce s was not healthy from con tructivist teachingrnlearning point of view. Teaching learning was on shaky-ground. hort-termrntraining for the teachers on the job, revising the existing curricula fromrneTLA point of view; redesigning the teachers ' training programs in linernwith eTLA,' assisting student to construct their own knowledge andrnmeaning; motivating teachers for life-long learning and conductingrnintensive research for generalization were recommended as olutions b) thernresearcher .