"Analysis", the core of graduate business education is probably one of the least understood and most misrepresented learning activities. Everyone seems to claim that they know it, yet most seem unable to actually define it or practice it. This paper reviews Bloom's taxonomy of learning objectives with a special focus on "analysis." More specifically, the paper seeks to present a more profound perspective of "analysis" and "synthesis" as taught and learned in a typical business course that utilizes case studies. The authors take more of an epidemiological perspective to case analysis which goes beyond the mere rehash of case facts to developing an understanding of all the communication elements in the case and the relationship between the elements for the purpose of synthesizing a new picture that was not obvious before. The paper presents a useful framework for analyzing business cases and recommending and implementing viable strategic options.