Educational administration instructors seek methods that will engage students' interest in the subject matter and also link educational theory to realities experienced on the job. An equally important goal and a most important lesson to impart to aspiring education administrators are the competencies exhibited in ISLLC Standard 5, act with integrity, fairness, and in an ethical manner (CSSO, 2008). This, however, is a more difficult standard to teach and measure than the other standards. Teaching to most standards often results in observable products that can be evaluated such as a school improvement document. Ethical behavior, on the other hand, involves judgments that must be applied to complex and unpredictable school situations outside of the class setting. This study was motivated by the authors' experiences in using case studies as a pedagogical tool in their particularly the behaviors of self awareness, reflective practice, and transparency listed under Standard 5, Function B. In the study, they ask: To what extent did reading and discussing a case study from a textbook, a classmate's study, or one that the student wrote him or herself impact the effectiveness of learning the six identified objectives? The six learning objectives they sought to implement and measure were the students' ability to: (1) think critically; (2) solve problems; (3) filter many sources of information; (4) use a decision-making process; (5) analyze complex concepts; and (6) develop inquiry skills. These objectives were adapted from previously identified case study learning objectives (Kowalski 2005; Murphy 2005).