Classroom management is a concern for preservice teachers (Charles, 2008). Teacher educators struggle to find the most effective ways to teach preservice teachers classroom management. Role-playing, combined with classroom management content, may offer a productive approach. As such, this study focused on the use of role-play with case studies to teach a classroom management course for preservice teachers. One dependent variable--namely, attitudes toward classroom management--was measured via an attitudes survey, the items of which corresponded to research on preservice teachers' attitudes toward classroom management. The treatment group received instruction in classroom management that included role-play and case studies. The results found no significant difference between groups; however, there was a change in attitudes over time. Many implications are discussed. (Contains 4 tables.)