Case methods of teaching are now common in business education programs worldwide. This problem-based approach, however, can pose unique challenges in bilingual contexts, especially if the students are more familiar with transmission modes of learning. This paper focuses on an investigation of case-based teaching in Hong Kong. By way of surveys and interviews, 20 business case leaders candidly expressed their views about their experiences with their Chinese students. Data focused on their perceptions about the value of case-based teaching, the ways in which they used cases in their courses, the problems they experienced using cases in Hong Kong, their skills as case leaders, and their views about the language skills/needs of their students. The professors were convinced of the value of case-based learning but were frustrated with the reticence of their students in discussions. The case leaders offered several explanations for this, which were later compared with student perceptions in the next phase of the study. The findings suggested the need for culture-specific case methodology training sessions for both case leaders and students. Research of this nature can build rapport between ESP specialists and content teachers, and, ultimately, lead to improvements in both content (e.g., business) and language support courses.