The purpose of this study is to investigate the effect of 5E learning model on three seventh grade students’ approaches to learning. The students’ approaches to “remembering what s/he learned”, “the goal of learning” and “encountering the difficulty in learning” before and after the application of 5E model is presented. Data was gathered through these students’ scores on the scale of “Deep Approaches to Learning” and “Surface Approaches to Learning”. Pre and post interviews were also conducted with the students. The results show that the change in students’ approaches to learning varies from each other. Two of the three students used both “deep approaches” and “surface approaches” to learning before the application of 5E model, then the students developed their approaches to learning deeply. The third student maintained both “deep approach” and “surface approach” to learning. The reason why two of the three students changed their approaches to learning deeply is that through 5E learning model, these students become active participants in the process of learning. This study also indicates that creating the constructivist learning environment may not cause the same effects for each of these students. Longitudinal studies should be designed to change students’ approaches to learning deeply.