Many teacher educators have enthusiastically embraced case-based instruction in teacher education programs. However, the research base is equivocal on whether preservice and in-service teacher educators' case-based reflections on educational issues are comprehensive and critical. This study explores the use of a metacognitive strategy--the case decision-making scaffold (CDMS)--in the context of recommended case-based practices to determine what aspects of reflective practice are revealed by students' written responses. Furthermore, the study examines whether students report that their experience of analyzing case studies using the CDMS to promote reflection helps them create educational environments that are inclusive and responsive to diverse student populations. The results indicate that graduate students who use the CDMS are capable of considerable reflective skills on issues regarding diverse student populations; however, only half the students had a positive response to using the CDMS. Modifications and appropriate use of the CDMS are discussed. (Contains 1 figure and 2 tables.)