The language English plays a significant role in the academic preparation of students of engineering colleges. It is not only the medium of instruction in the professional colleges, but also a spring board to land on lucrative jobs. However, majority of the students in engineering colleges are seen not much interested in the study of English and do not possess higher level achievement in the second language. The present study, backed by a theoretical understanding, focuses on higher order learning, specifically developing motivation to learn English and higher order thinking, in the form of critical / comprehension skills, by employing constructivist approach for teaching English. In a valid experimental setting, formed of pretest posttest equivalent group design, the experimental variable constructivist approach in teaching implemented through the slightly modified Students Teams Achievement Division (STAD) and Think-pair-share strategies to suit the present condition, was tested for its efficacy in promoting higher order learning with the affective and cognitive characteristics – motivation, and higher order thinking (critical / comprehension skills) of engineering students. Post-test and post-test differences were significant between control and experimental groups in both the cases with higher level performances in post-tests of experimental groups confirming the advantage of employing constructivist approach for teaching English.