"Cases are stories with a message. They are not simply narratives for entertainment. They are stories to educate" (Herreid, 1997, p. 92). By this definition, a case study is two things: a story and a strategy to drive learning. Although the story typically comes from a narrative purposefully written for the classroom, such as the case studies in the National Center for Case Study Teaching in Science collection, other types of stories could be used, including newspaper articles, news broadcasts, oral stories, songs and poems, and online videos. Given that a large proportion of current students report enjoying learning via digital media, educators must embrace the many sources of science stories available online. A video case study that segments a video using questions to cue student attention and encourage critical thinking would be an effective learning strategy. Creating a case study in this manner is quicker and easier than writing a case study from scratch because it capitalizes on an instructor's existing skills of fostering inquiry in students rather than asking them to engage in the novel skill of storytelling. Once an instructor becomes familiar with the format, he or she will be able to transform a short online video (less than 10 minutes) into an approximately 60-minute, student-centered activity. In 2014 article, "A Picture Worth a Thousand Words? Making a Case for Video Case Studies" (see EJ1041415), author Aditi Pai advocated for the inclusion of videos in the classroom when doing case-based instruction. The article provided strategies for doing so, along with online sources and suggestions for how to select the best ones for the classroom. The present article picks up where Pai's article left off, focusing on the creation of effective questions that supplement a video and, in so doing, describing how to create a video case study.