In the Winter, 2015, issue of the "College Quarterly," Donovan McFarlane provided some guidelines for the use of case studies in college teaching based in part on his own experience and in part on the published literature. This was not the first time that case-based teaching was the focus of work in the "College Quarterly." Skliarenko & Bhardwaj (2004) provided a very brief introduction to case-based teaching, but their article was primarily focused on providing a highly detailed business teaching case focused on Bombardier Inc. The case was meant to be of value in teaching about market research and market analysis. The article really did not deal with the way that case (or cases in general) would/could/should be used in teaching. Part of McFarlane's (2015) concern was that many college and university faculty might make ineffective use of cases due to insufficient understanding of the process. He particularly noted that the available cases, including some of those from Harvard, were too long and/or too complex to work well in many classrooms. His paper included suggestions for how to make more effective use of cases in teaching. In the present article, Bill Hunter builds upon and extends the advice that McFarlane provided. He does this in a series of articles dealing with research on and resources for a variety of active learning models, including case-based teaching. Herein, Hunter provides relevant theory and research on constructivist learning, the principles of which underlie all of the active learning models.