Student-written cases are powerful pedagogical tools that can lead to improved understanding of business situations, more informed analysis, emphasis on reflection, and clearer expository writing, all of which are critical skills for business students. Cases provide an opportunity for students to enjoy an active learning experience and derive the experiential payback that such activities offer. In this article, the author describes an innovative method for combining teaching cases and research cases that gives relatively inexperienced undergraduate students practice in applying theory to practice. The project was designed for a small business management class for which the learning objectives go beyond content and theory application; students gain the additional benefits of development of interpersonal skills, an enhanced ability to deal with ambiguity, and the extension of insight and originality. The article provides a design for the implementation of the case-writing process, sample assignments and student work, and theoretical supports that focus on qualitative methodologies. Although the disciplinary focus is small business and entrepreneurship, the process of student case writing can be readily transferred among and beyond business disciplines. (Contains 2 tables.)