This quantitative (quasi-experimental design) study examined the effect of case-based learning (CBL) in an online environment on preservice teachers' culturally responsive classroom management self-efficacy (CRCMSE). The Culturally Responsive Classroom Management Self-Efficacy Scale was administered as a pre- and posttest to 42 undergraduate students (experimental group) and 11 master of arts in teaching students (control group), all seeking initial licensure and enrolled in parallel classroom management courses. The experimental group engaged in CBL throughout their course. Pre- and posttest scores were used to conduct statistical analysis. Results from the analysis of covariance show that the CBL intervention statistically significantly increased participants' CRCMSE. The experimental group reported increased CRCMSE regarding communicating with parents from diverse backgrounds, applying culturally responsive strategies to minimize classroom management issues, and managing student interactions confidently.