The focus of this article is a mixed methods naturalistic research project investigating the relationship between learners' time working within multimedia cases and learners' outcomes. Research was conducted across multiple delivery contexts in four universities. Participants were undergraduate and graduate teacher education students completing general or special education certifications and/or degrees. Dependent variables included concept map scores pre to post differences--pre on quality of concept (conceptual change) and post only on quality of concept, quantity of nodes (depth) and links (breadth)--and total time in the cases. Analysis of variance comparing independent variables of course type (graduate versus undergraduate) and course content (general versus special education) indicates general education teacher trainees benefited less than their special education counterparts. Pearson regression analysis showed time within cases predicted quality concept map difference scores as well as post only node, link, and quality concept map scores for all groups except undergraduate special education trainees (negative correlations). Qualitative data included participant interviews, researcher and participant concept map analysis, and content of online discussions. Emerging themes included a conceptualization of multiple perspectives and problem solving models, an appreciation for and purposes of teamwork, and awareness of process and applications involving services. (Contains 9 tables and 2 figures.)