Case-based pedagogy focuses on teachers' problem solving, decision making, reflective practices and their own personalized theory about teaching and learning. Research has shown that case-based pedagogy enables teachers to improve their actions in teaching and learning from multiple perspectives, reflective thinking, active participation and motivation for learning, and intellectual strategies. Through case-based pedagogy, preservice teachers can learn the essence of educational dilemmas, seek the most appropriate solution in a given and informed context, assess the results of problem solving, and reflect on meaning. In this sense, cases mediate teachers' higher order thinking by applying and modifying the theories and practice in education. In this article, the author investigates preservice teachers' perceptions of case-based pedagogy as an instructional strategy for understanding diversity.