Using case studies and the case method of instruction (CMI) to improve teaching and learning has been reported in the education literature since the early 1900s. Their popularity increased in the 1950s. This paper discusses the effectiveness of using case studies and CMI as instructional strategies. To use CMI, teachers must change their teaching methods and encourage more student participation. Teaching with cases requires much preparation and organization. Not all students may fully grasp the issue that is presented in the case. The research reviewed for this paper suggests that case studies and CMI are effective in higher education and professional education, though the various studies examined show some methodological weaknesses (such as having an all male sample, having a very low response rate, and using a short survey.) Based on this research, the paper concludes that using case studies and CMI may not be the panacea for improving teaching and learning. It recommends more empirical studies conducted in K-16 settings, noting that most of the previous studies were conducted in professional schools. It also recommends that preservice and inservice teachers be trained in the use of CMI. (Contains 18 references.) (SM)