Anchored instruction is designed to present problems in a meaningful context to allow for investigations into real life environments. The Jasper Project was created to allow students to investigate mathematical dilemmas using anchored instruction techniques. This study uses case study methods to examine the perceptions that preservice teachers have toward the use of anchored instruction after having the opportunity to investigate and evaluate a Jasper predicament as a group. The guiding research questions were: 1) Through exploration and evaluation, are preservice teachers able to determine significance of using anchored instruction with their future students? And if they see significance, 2) How do preservice teachers envision student learning and mathematical growth using anchored instruction? Four individual cases were evaluated, specifically examining the features of anchored instruction each preservice teacher described. The preservice teachers were optimistic about the utilization of anchored instruction and described features that support student learning and growth.