This paper examines the effectiveness of the case study method in a team-teaching environment designed to augment a large capstone communications course that satisfies general education requirements. Results from a survey revealed that the use of case study enhanced the otherwise missing connection between the large lecture and the recitation classes. The authenticity of the case and students' overall satisfaction with the case assignment facilitated their learning. Authors discuss the implications of the results and offer suggestions for further investigation. (Contains 1 table.)