As part of course requirements, preservice teachers in the reading/language arts early field program at the University of Southern Mississippi write two case narratives per semester about their teaching experiences in an urban elementary school. This paper discusses the benefits of case writing for preservice teachers and explains the specific attributes of a well-written case. The paper also supplies guidelines and describes course activities that help preservice teachers write their own cases. The paper includes preservice teachers' case excerpts. (Author/RS)