Although much has been written about the use of video cases--particularly, video cases in teacher preparation programs in the United States--little is known about what the consumers of video cases (i.e., preservice teachers) think about such cases and how they are implemented in teacher education courses. This research investigated preservice teachers' perceptions of the influence of video cases on their learning and how such cases were implemented in a literacy methods course--namely, using two approaches: scaffolded and open-ended. Interviews and a survey formed the sources of data. Results indicate that preservice teachers had a positive learning experience from the video cases and that the majority of them thought that the scaffolded implementation of video cases was more beneficial than the open-ended. Implications and directions on the use of video cases in teacher education are offered. (Contains 1 table and 1 note.)