This paper explores why and how cases might be used by teacher educators in the professional education of teachers; directs teachers to case materials and relevant articles on case use; suggests guidelines for evaluating cases; and provides a starter set of cases (involving special needs students) that can be photocopied for use in general and special education courses. Eight questions are addressed: (1) Why should teacher educators consider using case method? (2) How are cases different from examples, anecdotes, and reminiscences that teacher educators have found useful? (3) Are there meaningful differences among terms currently in use, e.g., case, case profile, case study, case story, vignette? (4) What characterizes a good case? (5) In what ways do cases differ, and how can teacher educators use those differences to the greatest advantage? (6) How are cases actually used in the classroom and how does one teach with cases? (7) Where can good cases be found? and (8) How can one get started? A reference list uses boldface type to denote entries containing teaching cases. Three appendices include: guidelines for evaluating cases, problem selection and development, and case presentation; sources for teaching cases; and five cases featuring problems encountered by teachers working with special educational needs students. (LL)