An analysis of Vygotsky's sociocultural theory indicates that his conceptual framework contributed to the development of constructivist theory and curricula. These contributions are evident in light of how his theoretical framework connects with the praxis of constructivist curricula and pedagogy. This theory and practice connection is demonstrated in the background, query, conceptual framework, assumptions, and methodology of his approach's theoretical framework. Conceptual parallels between Vygotsky's theory and constructivism were evident in the following components: networking, socially negotiated meaning making, experimentalism, collectivism, adults and more competent peers as learning facilitators, the social and historical dimensions of learning, problem solving, and active learning participation.