A diverse body of educational research provides strong theoretical support for the development of higher order cognitive learning skills through case teaching. Case study teachers can improve their questioning skills to enhance students' critical thinking. The theoretical background for questioning in case method teaching and learning is traceable to the functionalism and pragmatism of John Dewey and William James, the cognitive domain classification system of Benjamin Bloom, the cognitivists' conception of metacognition, and the reflective thinking of existentialists. The diathesis theory of human predisposition to either healthy wholeness or diseased fragmentation can be applied effectively to case study teaching. For anyone using the case study method (particularly cases involving ethical or other social issues), several factors should be considered: opportunities occur for both low and high levels of cognitive experiences, the writing-to-learn questionnaire leads to clear and succinct responses, and teachers should prepare a series of open-ended and probing discussion questions. An appendix presents a sample case involving a new teacher on the first day of the job facing a group of difficult students. The students were violent, the environment hostile, the fellow teachers belittling, and the teacher had to handle the challenge of the situation (Contains 17 references and 3 tables.) (SM)