Since the 1980s, when studies indicated that inservice teachers perceived that their preservice preparation was inadequate (Feiman-Nemser & Buchmann, 1985; Lyon, Vaasen, & Toomey, 1989), teacher education programs have made significant efforts to provide meaningful preparation (Imig & Switzer, 1996). One such effort includes the use of multimedia case-based instruction (M-CBI). The purpose of this report is three-fold: (a) to describe findings from studies that examine various issues related to using M-CBI to improve teacher education for literacy teachers, (b) describe CHildren as Literacy Kases (CHALK) which is an example of M-CBI being used in teacher education for literacy teachers, and (c) describe a study which examined preservice teachers' perceptions of their growth as literacy teachers after participating in a M-CBI/CHALK course. Findings indicate that preservice literacy teachers can perceive that teacher education helps them grow professionally, that M-CBI may be a useful tool in providing meaningful experiences to preservice teachers, and that M-CBI may enhance the meaningfulness of field experiences.