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Abstract The learner centered teaching LCT is a very important teaching and learning strategies in the field of education. LCT has been widely used in the literature around world. LCT is said to be one of the multiple labels of constructivist teaching philosophy. The focus of the instruction is to facilitate students to develop critical perspectives about the socio-economic, cultural, and political aspects. Developing critical thoughts amongst students, teachers need to cultivate a fluid relationship with their students such that students democratically and critically use their prior knowledge and experiences to build new conceptions of the topics. This method emphasizes on construction of knowledge rather than transformation of knowledge. Therefore, a number of pedagogical practices are closely associated with this teaching learning strategies. The major aim of this article to anlyze the relational instructional practices of LCT. On the basis of, various research articles, dissertations, research reports, and books on LCT, this article have been prepared. Research activities of this study include scanning the literature, grey literature, analyzing secondary data, and creating a reference list so that all documents are organized and easily accessible. The results of the present study indicates that LCT could be conceptualised as an instructional approach that focuses on helping students to construct understanding of concepts and principles using their prior knowledge and experiences from their day to day life. Teaching strategies are tailored to students� lives and teachers encourage students to analyse, interpret, and predict information. Effective dialoguing and students� active participation in the classroom processes becomes the defining feature of LCT practices. Thus, effective implementation of LCT will be determined by the teachers� understanding of the approach and their pedagogical motivation to engage students in the instructional practice. Learning objectives will then be realised by active collaboration between the teacher and learners whereas learners are promoted to make sense of the topic using their prior knowledge and varied instructional experiences.