It is common practice in problem-based learning for students to solve cases developed by faculty. Rare is the practice of creating learning environments in which students construct their own cases. This paper examines the design and implementation of a 15-week problem-based learning writing course for graduate students in medical science. The perceptions of the course participants also are reported (through self reports). The paper discusses some of the challenges encountered during the course. The case-writing course in medical science provided a forum for students to develop their communication, problem solving, and lifelong learning skills. (Author/BT)