Case studies are a staple in teacher education, especially in introductory courses when field experiences are less common. Even though case studies are used frequently, how to use case studies effectively has not been examined in this context. This quasi-experimental study was situated in an introductory educational psychology course for education majors covering major learning theories. Both collaborative and independent uses of case studies were compared to lecture alone across semesters with the same content knowledge measures. A total of 96 students examined three case studies and completed quizzes independently, 86 examined case studies in class in collaboration with classmates and the instructor, and 115 received lectures only. When these conditions were compared, the researchers discovered that case study activities did not always result in greater learning gains than lecture alone. Collaborative analysis of case studies resulted in significantly lower scores in summative assessments.