No one would disagree that one of the major goals of higher education is to help college students develop as professionals who are able to deal with real-world problems in complex and dynamic situations, and who can make reasoned and reflective decisions with ethical and moral responsibility. In spite of the importance of promoting students' ill-defined, real-world problem-solving abilities in higher education, the reality is that college instructors are challenged by the difficulty of creating such a learning environment in their classrooms. Among many reasons, the authors consider a primary one to be the lack of research-based, feasible learning methods, resources, and tools that can be easily adapted by overloaded college instructors. In this paper, the authors introduce the Case-Based Learning for Classroom Management Problem Solving (CBL-CMPS) project, which was funded by The Center for Learning and Teaching at the University of Georgia. This project aimed at two interrelated goals. First, they wanted to develop a "feasible" case-based learning environment model that can enhance college students' ill-defined, real-world problem solving in general. Second, they wanted to improve teacher-education students' ill-defined problem-solving abilities, particularly in classroom management issues, by developing and implementing a theory-driven, case-based learning environment. The process of their ongoing design and implementation of this instructional intervention is iterative. In this paper, the authors present some snapshots of their experience with analysis, design, and implementation. (Contains 5 figures.)