Documented cases of quality science teaching have the potential to share the best of what has been taught with science teachers in all science classrooms. This paper reports on the use of case studies of practice as mechanisms for recognizing good ideas for teaching science, documenting them, and making them readily accessible to teachers. An objective of the Science Education Professional Development Project (SEPD), conducted at Monash University (Australia), was to develop a national strategy for enhancing the professional development of science teachers. The use of case studies is one component of the project's strategy. This paper presents uses for cases; an example of a teaching case that has been developed, and six methods for generating ideas for documenting practice referred to as the Science Classroom Science Project (CLASP). A 3-phase process for the production of cases is summarized. Two appendices include the first section of an activity on speed and acceleration graphs and experienced teachers' group meeting notes. (Contains 23 references.) (LL)