This study compared the impact of three types of instructional methods (case-based learning, worked example and faded worked example) on preservice teachers' (n?=?72) decision-making about classroom management. A quasi-experimental study was conducted to investigate both the outcomes and the processes of preservice teachers' decision-making performance. The results revealed that the worked example group, compared to the case-based learning and faded worked example groups, performed better on making reason-based decisions related to classroom management.