Preparation of the school mental health (SMH) workforce is an important priority. Significant gaps remain, however, in our understanding of which pre-service training strategies may be most effective for promoting essential cross-disciplinary SMH competencies. In response, this paper describes the case method of teaching and provides pilot evaluation data demonstrating the potential value of this pedagogical strategy for promoting these SMH competencies. Specifically, 173 pre-service social work graduate students completed a seven-item survey and answered four open-ended questions related to their learning and how it might influence their practice. Quantitative data revealed that students' reported knowledge gains related to the two SMH competency domains assessed--interprofessional and cross-systems collaboration. Qualitative data revealed that students not only gained knowledge in these domains, but also gained knowledge across the other five SMH competency domains as well. Student responses also suggested broader learning outcomes related to collaborative learning, reflection, and the complexities of real world SMH practice. The paper concludes with implications for SMH training, practice, and research.