When considering theoretical approaches to achieving the goals of primary education teacher training, the following approaches were chosen: constructivism and socioconstructivism. A constructivist-educated teacher helps students through problem-solving and research-based learning activities through which students formulate and test their ideas, draw conclusions, and transfer their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information into an active participant in the learning process. Guided by the teacher, students actively construct or create their own knowledge. The emphasis of social constructivist learning is to transform traditional learning beyond teacher-centered learning to achieve student-centered, problem-based, and collaborative learning environments. As such, this form of learning focuses on understanding students' attitudes and feelings and creating a stimulating environment for problem solving, rather than simply imparting knowledge to students; involving students in everything that happens during the lesson. The aim of this paper is to analyze the achievement of the goals of primary education teacher training through selected theoretical approaches. As an indicator of the level of achievement of constructivism and social constructivism, the share of teaching practice in the implementation of the teacher's study curriculum was observed. The research was conducted on a sample of 69 students. The results of the research indicate that student attitudes and expectations are directed towards a higher level of constructivist approach to teacher training than the existing one.