The goal of this investigation was to qualitatively and quantitatively examine the case method as a means of teaching speech communication concepts. Three hypotheses were tested: subjects who read textbook material learn more than those who do not; subjects who read textbook materials and case studies learn more than those who read neither; and subjects who read textbook materials and case studies learn more than do those who read only the textbook materials. Forty-five subjects, selected randomly, participated in the experiment. The first two hypotheses were confirmed, while the third hypothesis was not supported: there was no significant difference between those who read textbook materials and case studies and those who read only textbook materials. Since significant numbers of experts in various disciplines, including speech communication, have reported successful classroom use of case studies over a longer period of time, case studies were recommended to speech communication teachers. (Author/RB)