The use of case studies to teach educational psychology was studied, focusing on their effectiveness in helping students become more reflective in their thinking about the roles of teachers. The effects on content learned, affect and motivation, and performance were studied for students taught through case studies and through traditional instruction. Participants were 106 undergraduates in an educational psychology survey course. Students in the case study group (n=38) spent about 25% of their class time discussing six case studies. Students in an integrative log group (n=45) received traditional instruction supplemented by developing log entries to encourage reflection. Twenty-three students were taught entirely in the traditional manner. Students in the case study group developed firmer content knowledge and demonstrated higher levels of moral and ethical reasoning, with an increase in reflective pedagogical thinking. Whether students who have analyzed case studies perform better in the classroom will be determined through further longitudinal research. Two tables and two figures illustrate study findings. (Contains 22 references.) (SLD)