Abstract: For there to be a proper inculcation and moulding of interest in the minds and hearts of students, especially, those that got their interests declined due to some factors, their cognitive patterns need to be sharpened by adequate and proper tutelage procedures. These proper procedures have to do with the teaching and learning approaches which facilitate learning during classroom content delivery. Therefore, this study descriptively investigated into how constructivist teaching and learning approach can help reduce or curb the problem of student’s declining interest in Christian Religious Education (CRE) in secondary schools in Nsukka Local Government Area of Enugu State, Nigeria. Two research questions were posed to guide the study. Using a descriptive survey design, the study made use of the population of 85 CRE teachers in all the 30 government owned secondary schools in the area of study. The 50 teachers from 15 government owned schools were selected out of 85 CRS teachers using purposive sampling technique. Well structured questionnaire titled "constructivist teaching approach questionnaire" was used to collect data from the respondents. Weighted mean was used to analyze data. Some of the findings of the study based on the data analyzed and discussed revealed that teachers do not often allow students to work in groups source, The CRE teachers do not often present students with a "focus" question and allow an open discussion on the topic, teachers do not often use KWL(H) chart (what we know, what we want to know, what we have learned, how we know it) technique in assessing the progress of the student throughout the course of study, Christian Religious Education (CRE) teachers should encourage and accept student autonomy and initiative, CRE teachers should use raw data and primary sources, along with manipulative and interactive and physical materials, when framing tasks, CRE teachers should use cognitive terminology such as "classify", "analyze", "predict" and "create", CRE teachers should allow student responses to drive lessons, shift instructional strategies and alter content. The study finally, recommends that there should be a paradigm shift from the obsolete methods of content delivery of Christian Religious Education instructions in secondary schools Nigeria by the teachers of CRE to a more interesting innovative approach like the constructivist teaching and learning approach.