The objective of this study was to examine the effect of implementing constructivism-based teaching on electronics practice in industrial high schools in terms of students' practice achievement, learning motivation and post-learning attitude. Suggestions were formulated based on the research findings for teachers to take into consideration. This study adopted the experimental research method using nonequivalent pretest-posttest control group design. A total of 120 students participated in this study. They were from three second-year electronics-major classes (Class A, B and C) in National Taichung Industrial High School. The study subjects were divided into two groups: control vs. experimental. The experimental group was taught by constructivism-based teaching approach for fourteen weeks (forty-two classes), while the control group was taught by the conventional teaching approach. The research findings according to the above-mentioned research objectives are: 1 Electronics practice learning achievement: Results from one-way ANOVA suggested that the difference between the experimental and the control group in their electronics practice exam grades was not statistically significant. 2 Electronics practice learning motivation: Results from one-way ANOVA suggested that students from the experimental group scored higher than those from the control group did in electronics practice learning motivation. 3 Electronics practice post-learning attitude: The mean and the standard deviation of the scores of students from the experimental group ranged between neither satisfied nor dissatisfied and satisfied in the cognitive subscales, the technological subscale and the affective subscale.