This study explored the use of case-based pedagogy to promote preservice teachers' problem-solving proficiency. Students in a web-supported course called CaseNEX learned to use a problem-solving approach when analyzing multimedia case studies. Their performance was compared with students in two groups who had no exposure to case methods--other preservice teachers and peers in arts and science programs. Five judges compared the problem-solving proficiency of 93 students at two institutions, through a rubric to rate written case analyses. Higher total scores and subscale scores indicated that preservice teachers in the treatment group learned the problem-solving approach and applied it in a way that distinguished their thinking from that of peers. This finding suggests that formal problem-solving methods can be taught using case-based pedagogy and that these methods should be taught if teacher educators wish to encourage the transfer of professional knowledge to preservice teachers in teacher training programs. (Contains 5 tables.)