This study was designed to explore changes in students' problem-solving skills as they analyzed instructional design case studies during a semester-long course. Nineteen students at two Midwestern universities analyzed six to ten case studies as part of their course assignments. Both quantitative and qualitative data were collected, with students' written case analyses (initial conceptualizations and recommended solutions) serving as the primary data source. Comparisons were made both within and across students, as well as across time, to examine patterns and changes in students' problem-solving approaches. Findings suggest that students could show expert characteristics at times and under some circumstances, but did not perform like experts on a regular basis. The primary influences on the incidence of expert performance seemed to be more external than internal and might be characterized as "coached expertise." Specific suggestions for supporting the development of students' problem-solving skills within a case-based course are included. (Author/JM)