The purpose of developing CLS is to enhance the teacher's capacity to deal with the growing needs of the individual learners. What distinguishes CLS from the previously developed such tool is it's direct reference to constructivist principles of learning. The items were structured to accommodate the various aspects of constructivist learning directly extracted from theory and other researches. Student's score on the CLS will provide teacher with a presage about the learning preferences of the students, which can be utilized tor felicitous lesson designing. Additionally, CLS is convenient for classroom use because of appropriate length. The sample included 601 students from four schools with almost equal gender presentation from Tokyo area. Finally, 18 items are selected for the final version of CLS through factor analysis, reliability and validity standards. Factors emerged are Active Involvement (AI), Collaboration (C), and Self-responsibility (SR). Each of the factors contains six items. Independence of each factor was demonstrated by low inter-factor correlation but strong correlation between each factor and total scale confirmed the overall coherence of the scale. The validity was established by using the nominative method, which avoided the isolation from the situation, context and environmental elements bearing significant impact on the learning process.