This study examined preservice teachers' case writing to identify problems they considered important when analyzing a written case, how they proposed to resolve these problems, perspectives that guided their problem solving, and whether their problem solving strategies and perspectives changed over the course of a semester. The study occurred in an undergraduate course, "Addressing Literacy Difficulties and Practicum." Student teachers analyzed cases from different perspectives, read multiple texts on factors contributing to literacy development and literacy difficulties among diverse students, and analyzed different approaches to assessment and instruction. They also planned and implemented an individualized literacy program for a child experiencing literacy difficulties, and they wrote cases about their own teaching and the practicum, sharing them with peers during small-group discussions. At the beginning and end of the course, they wrote analyses of one written case. Data analysis indicated that student teachers had dramatic shifts in their perspectives on their role in providing primary literacy instruction in the classroom. They moved toward forms of instruction that would enhance students' capabilities and literacy learning strengths. They also moved toward actively seeking collaborative learning within the classroom and collaboration with parents and the community. (Contains 32 references.) (SM)