This document was developed to provide some perspectives on the use of case studies and other clinical approaches in mathematics education. A large portion of the paper contrasts several research strategies, discussing in detail some of the procedures and results of three distinctive types of clinical studies. The perspectives and the premises of Erlwanger, Piaget, and several Soviet studies are considered in relation to the techniques and outcomes which result from their work. Then the uses of clinical research methods and results in the classroom are discussed. Finally, references which readers may find useful in additional exploration of clinical approaches are cited. (MS)