Case studies are often traditionally thought of as being used in medical, legal, and business training. Physicians have long been trained by the case method, as medical school students are presented with the particulars of a patient's medical problem and are tasked with providing a diagnosis and course of treatment. In the legal field, Stanford Law School, for instance, uses case studies that "place students in the roles of lawyers and policy makers and teach fundamental lawyering skills such as investigating facts, counseling, and resolving ethical dilemmas" (Stanford Law School Case Studies Collection, 2012). In business schools, case studies have been used to teach business ethics, management, marketing, consumer behavior, sales, organizational behavior, entrepreneurship, and any number of other topic areas (Smith, 2010). In teacher education, the authors argue, case studies offer a pedagogically sound approach to promoting the acquisition of course content among pre-service teachers and to fostering the professional development of in-service teachers. They are an ideal vehicle by which to engage participants in applying critical thinking skills to the identification and evaluation of problems and issues which teachers face every day in their classrooms and schools, and allow them to collaborate in articulating responses to these problems. Ultimately, engagement in the case method allows educators to develop a deeper understanding of their own beliefs, values, and conceptions of their teaching in relation to the particulars of the context in which they work. In this article, the authors describe how the case method can be implemented in teacher education and and its benefits towards professional development.