This article explores the use of student written cases as a teaching method to improve students' capacity to integrate theory with practice. The article begins with a brief history of the case method and its effectiveness in teaching students valuable skills in assessment and problem solving. A discussion then follows on case writing and the construction of teaching notes that accompany the case. An example of a student-written case is presented that involves a client with multiple Axis I (DSM-IV-TR) diagnoses, including that of substance abuse. The case method of teaching and the use of student-written cases are then discussed as a pedagogical tool in helping students integrate theory with practice.