Teaching with cases, especially at universities where cases are not a regular part of the curriculum, poses challenges for both faculty and students. The results in this research present an effective and manageable method to introduce the case analysis process and to facilitate written case analysis for both students and faculty. Experiment 1 compares the effectiveness of a semistructured one-page written case analysis over a traditional case analysis and finds the shorter assignment results in shorter grading time and better student grades. A two-case method introducing the case analysis process is tested in Experiment 2 and finds that a short lecture introducing the case analysis method and an initial small group practice case further improves student grades. Theoretical reasoning and directions for future research are discussed.