Noting that with the increased popularity of courses in organizational communication, a wider array of pedagogical techniques is required to enhance students' learning experience and thus produce more competent participants in organizational life, this paper presents a rationale and guidelines for the use of case studies as an instructional technique. The paper first defines case studies and discusses the educational value of the technique in terms of enhanced cognitive ability and student interaction. The paper next presents guidelines for the use of case studies, discussing ways that the risks implicit in this method can be reduced, and how cases should be selected. The paper also discusses factors affecting student participation in case study discussion, including instructor style, amount of participation desired, and the discussion techniques to be used for processing the cases. Finally, the paper offers three types of resources for the teachers wishing to use case studies in their courses: (1) a sample case presented with suggestions for processing the data in class; (2) various topics for teacher generated cases; and (3) several sources for an abundance of good cases. (HTH)