In this section, we provide users with pointers on how to use cases/case studies in research methods teaching. Teaching using cases is an ever more prominent approach at undergraduate and graduate levels. Cases are used to inform introductory research methods courses, along with courses in statistics, qualitative research, and research training in general. Cases are a key part of research project supervision because they play a vital role in translating the dry and abstract theory of formal course content into a more vivid account of what actually happens in real research projects. Crucially, cases offer teachers and their students the opportunity to reflect critically on the conduct of an actual research project, and to ask questions of how such research might have been designed differently or of what worked well or less well in a particular research scenario. In many disciplines, most obviously in Business Studies, the use of cases in teaching is commonplace and needs no introduction. However, in some parts of the Social Sciences, the teaching of courses using cases is more of an emerging trend, and here, teachers in higher education are likely to vary in their familiarity with the use of cases in teaching. In the following paragraphs, Janet Salmons, one of the original board members for SAGE Research Methods and SAGE Research Methods Cases, sets out her thoughts on how cases can be used to teach research methods. Every teacher will have their own approach to the use of cases, but Salmons' piece, in setting out how she approaches case use in methods teaching, is rich in ideas and suggestions that those new to case teaching might want to consider using with their own students. [This content is provided in the format of an e-book.]