During the past 100 or more years, case-based instruction (CBI) in higher education has been subject to both popularity and disdain. Part of the purpose of this study is to give vitality to a topic that has been barely researched in the field of special education. This study employed a quantitative research methodology to investigate the perceived value of CBI among preservice special education teachers and the relationship between the perceptions of CBI and their perceptions of the course and the instructor. Participants in this study were 282 preservice special education majors enrolled in introductory and assessment courses at a large Midwestern university from the Spring 2007 term through the Spring 2010 term. All participants were enrolled in courses taught by the author of this dissertation. Data were collected through the dissemination of midterm course evaluations that comprised both Likert-scaled items and open-ended items. One of the Likert-scaled items focused on case studies and the students often commented on case studies when providing open-ended responses. Frequency distributions, cross-tabulation analysis, and correlation analysis were used to analyze data obtained from students' responses to Likert-scaled items. Open coding was used to analyze the students' responses to open-ended items. Findings indicated that students perceived case studies as helpful and as a means to allow them to "think like teachers." Students' ratings of case studies were also strongly correlated with both the course and the instructor. Of all items presented on the Likert scale, case studies were most strongly correlated with lecture/discussion and correlated the weakest with the book used in the course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]