This paper reviews the use of extended case studies as a teaching method to deeply engage students in the learning and understanding of policy theory. Discussion commences with a review of the literature on the use of case method as an approach to teaching and learning and then critiques the results of student surveys that questioned their opinions on the effectiveness of the case teaching method as experienced in their policy studies course. The analysis of the findings suggest that where a key course goal is to teach policy theory and enable students to use it as a tool to analyze practice, then at the undergraduate level, long structured case studies extended over a number of weeks are most effective. Engaging students in extended case studies helps them develop applied policy skills, an understanding of policy theory and greater capacity to apply theoretical concepts to assist in the analysis of real, everyday policy problems. This paper argues that extended case studies that involve students in the research and analysis of contemporary policy issues is an effective way of engaging students in course material and encourages deep learning. (Contains 1 table.)