The educational research community has underscored the importance of preparing teachers to embrace a culturally responsive pedagogy for all their students. At the same time, teacher education programs have been criticized for being overly theoretical and lacking a bridge for preservice teachers to connect theory to practice. Teaching cases allow a methodology for connecting practical, field-based scenarios within a social constructivist teacher education approach that promotes culturally responsive dispositions. Based on the research study discussed in this article and the authors' personal experiences, teaching cases can be used to situate both diversity and content area issues at the center of classroom discussion. Teaching cases also foster a critical discourse that helps preservice teachers think in complex ways about authentic educational situations, and thereby connect theory to practice. The purpose of this article is to provide a brief background and rationale for the use of teaching cases within a social constructivist paradigm that promotes culturally responsive dispositions, and to discuss a study that modified teaching cases to feature diversity issues and discipline-specific content.