The constructivist approach aims to change the traditional instruction paradigms in the primary education curriculum of Kosovo. Nonetheless, constructivist practices that aim to ensure success in teaching have not been fully understood by instructors. This study intended to examine how primary school instructors practice constructivist instruction in the field of languages and communication curriculum. The study also aimed to ascertain the differences between instructors who teach at the second curricular stage (grades three, four and five) following the constructivist and traditional instruction and the teaching activities that they develop in this curricular area. In addition, the research aimed to identify and compare practices that determine the constructivist instruction in the subjects Albanian and English languages. A mixed research methodology was used in this research. The content analysis was followed by a descriptive statistical analysis of the data obtained through a questionnaire and observation. The results indicate that the constructivist teaching practices were partially applied due to difficulties faced by instructors in understanding and implementing the constructivist philosophy in the languages and communication curriculum area. The creation of a handbook with guidelines that focus on constructivist instruction and interactive activities, training of in-service teachers in professional development and the provision of technological resources are recommended to enhance the quality of constructivist practices, and are considered key overcoming the present obstacles.