This seminar introduction discusses why "cases," a teaching technique involving narrative descriptions of complex, realistic situations, are of interest to teachers, presents the basic principles of case-based teaching approaches, and raises research questions. Cases are of interest to educational researchers-teachers because they have witnessed learners become more involved and animated in courses where cases are used. They promote new structures in classrooms and methods, and they encourage rethinking the relationship between theory and practice. Case-based approaches seem to be useful tools for promoting change in curriculum, in teaching, and in teachers themselves. The purpose of the symposium is to formulate a research agenda to find evidence supporting the claim that cases may be used as tools to help teachers reimagine their teaching, their roles, and those of their students. Contains 13 references. (LH)