This study described the professional learning of teacher educators in graduate schools which allowed, by the consideration of different pedagogical practices, the construction of bridges between those practices and theories supporting them. It analyzed the effectiveness of teaching and learning case studies in promoting teachers' personal learning processes, describing how case studies and the case method facilitated understanding of the construction of teachers' pedagogical content knowledge and the knowledge base for teaching. Data came from oral and written reports, observations of small and large group discussions, and individual case studies. Analyzing cases more directly connected to teaching practice. Preservice experience was central in participants' discussions. Other elements that facilitated case comprehension included: the domain of specific interest, integration between disciplines, school culture, personal variables, and peers. Teachers considered professional learning a lifelong continuum. Some denied the existence of professional learning during preservice education, asserting that learning related to the demands of practice. Others noted the importance of such aspects of preservice education as learning to prepare classes, guarantee student feedback, and understand the effect of teacher behavior on student listening. Results suggest that the use of teaching cases has potential for revealing indicators related to the knowledge base for teaching and nature and processes of construction of pedagogical content knowledge. (SM)