This document summarizes a study that compared the effects of expository teaching and constructivist teaching approaches on students' understanding of exponential functions. The study involved 50 10th grade students split into two classes, one taught using expository methods and one taught using constructivist activities. An assessment given after found that both groups struggled with conceptual questions about exponential functions, such as writing the domain and range or determining if an exponential function is one-to-one. The constructivist approach was intended to support active learning but students may have preferred rote memorization due to testing pressures. Overall, neither approach significantly improved students' conceptual grasp of exponential functions.