The purpose of this report is to examine the processes and skills involved in helping teachers write narratives about cases rich enough to be useful in teacher education programs. The approach described necessitates collaborative exchanges among teachers and researchers and requires numerous iterations of the original narratives. The report traces the development of four sample cases from their original drafts to their final published accounts. As defined, a case must provide the contextual and historical elements needed by readers to put themselves into the situation with a tolerable measure of its complexity. Four stages in the evolution of a case are proposed: (1) the initial experience when a teacher participates in a meaningful event; (2) the reflective experience, or the act of thinking, talking, and writing about the experience; (3) the reciprocal experience wherein the case continues to develop through dialogue and redrafting; and (4) the collegial experience, the solicitation of commentary from other educators. Also discussed is what was learned about collaborative case writing within the individual stages. (Author/LL)