The authors describe the implementation of a teaching strategy combining case-based instruction (CBI) and asynchronous online discussions in two large educational psychology classes. Based on previous use of case studies and on recommendations developed through previous research on asynchronous online discussions, they predicted that students would perceive online CBI discussions to promote learning and transfer of theoretical principles to classroom applications. A post-course survey revealed that most students did find this instructional method useful. Significant correlations were found between students' levels of participation and their perceptions of learning. Recommendations for optimal implementation of this combined method are discussed. (Contains 3 figures and 3 tables.)