Basil Bernstein's classification and framing was adopted as a theoretical model to analyse the instruction of two university professors who incorporated case studies into their graduate business and education courses. Classification and framing allows for a meaningful analysis of the discussion leader's questions that facilitate students' understanding of a case. The investigation identified values related to the questioning process that purportedly fosters students' communication skills, critical-thinking abilities, and problem-solving skills in a case discussion. This study contributes to a growing body of literature that seeks a deeper understanding of the facilitator's role in case-based discussions. (Contains 2 tables.)