A collaboration by three drama methods professors (two in Canada and one in the United States) provides opportunities for preservice drama education students to: explore the complex issues found in classrooms; examine their own learning about how to teach drama; and discover their own powerful teaching voices and a sense of community. The faculty members achieve this by encouraging personal storytelling in methods classes and student teacher seminars and through the use and development of student written case narratives. The methods class uses cases written by drama student teachers. Students also write commentaries or critiques of some of the cases they have read. Later, as part of the student teaching practicum, the students develop their own case, which is a narrative description of and reflection on their experiences. This paper includes a sample of one of the cases. The professors involved in the collaboration note three advantages to the case study method. First, the case examples are relevant because they are real. Second, the cases provide examples of reflective practice which the students can emulate as they write their cases. Third, the professors benefit as they discuss the project and collaborate. The major problem that students have with the case writing project is time constraints. Despite any limitations, the professors consider case study and case writing processes valuable components of drama teacher preparation. (Contains 18 references.) (SM)