This paper examines the decisions, benefits, and difficulties in teaching educational psychology through a constructivist case study approach. Recent interest in and inquiry into constructivism, pedagogical content knowledge, and case study methodology are influencing the content and goals of educational psychology in teacher preparation. The content of educational psychology lends itself to authentic, active, and pragmatic applications of theory to school practices as well as to investigations of a variety of educational issues, perspectives, and contexts which can be viewed through case study, a constructivist problem-based approach to learning. Things to consider when organizing for case-based instruction include course content and setting, students, case sources, case selection, teaching strategies and assignments, and assessment. An important step in organizing for case-based teaching is having a conceptual framework to organize and facilitate case analysis, discussion, and assessment. A five-step framework involves: identifying issues and facts in a case; considering different perspectives in a case; identifying professional knowledge; projections that might be taken; and considering likely consequences of particular actions. Case instructors must decide the kinds of assessment measures needed to match their desired outcomes. (Contains 16 references.) (SM)