This study explored the usefulness of case-based teaching, examining college students' perceptions of the Person Focused Learning (PFL) process and investigating what types of knowledge, skills, and dispositions were impacted by the PFL process. The study hypothesized that there would be a difference in students' attitudes toward people with disabilities before and after the PFL treatment was applied in the classroom. Participants were 71 college students and 7 families including persons with disabilities. The PFL interwove families and people with disabilities into the teaching act. Teaching partnerships were implemented according to principles of family centered care. Students teamed to brainstorm developmental or environmental concerns identified by the families or individuals with disabilities. They also interviewed the families and, as a group, identified appropriate adaptations or supports. Students provided oral and written self-reflection regarding their learning outcomes and experiences as team members and completed surveys regarding attitude change. Families provided reactions to team projects. Results revealed a change in students' attitudes toward people with disabilities as a result of participating in the collaborative learning model. Students who had more experience with people with disabilities had more positive attitudes toward such individuals than did students with limited exposure. (Contains 22 references and 3 tables.) (SM)