This study aimed to investigate the difficulties in linking theories and practices in the course titled "Teaching English to young learners" (TEYL) related to the "Use of case-based method" in an English Language Teacher Education program of a state university in Turkey. Focusing on this difficulty, the study investigates the use of case-based method in the 'teaching English to young learners' (TEYL) course. The study adopted qualitative research design. The participants of the study were composed of 20 (14 females, 6 males) teachers of English at public primary and secondary schools, and 70 3rd year students in the ELT Department of a state university who were taking the TEYL 1 course. The participants were selected via purposive sampling model and on voluntary basis. The data were collected and analyzed using the data reduction, data display, and conclusion drawing/verification method (Miles and Huberman, 1994). The results revealed that the participant teachers reported 40 cases in young learners' classes with no case reports for the assessment procedure. In addition, after the cases were analyzed by the prospective teachers, their resolutions were based on three main issues: theories/principles of child learning and language teaching, their language learning histories, and their beliefs. Studying cases from real teaching contexts reinforced prospective teachers' thoughts in various ways, such as interpreting L1 influence better, how to treat young and very young children learning a foreign language, and understanding developmental sequences better. Further, the prospective teachers were of the opinion that they mostly benefit from those cases in various ways such as raising their awareness about the real situations in teaching contexts, guiding them when they experienced similar situations, and providing different perspectives.