Use of the case study method requires students to analyze, synthesize, and evaluate information in the context of a real educational situation, representing the highest levels of learning in Bloom's Taxonomy (Bloom et al., 1956). The case study method has been used successfully in the doctoral comprehensive examination process to link theory to practice (Geltner, 1995; Geltner, Price and Tracy, 1995; Hackmann and Price, 1995). Most often the case studies are developed by professors in collaboration with practitioners (Geltner and Hackmann, 1996). Using an innovative case study approach, an educational administration doctoral program at a Midwestern metropolitan university developed an application-based comprehensive examination for students. What makes this program's case study approach unique is that the students, who were all practicing administrators in K-12 school districts, developed their own case studies based on their interests and work situations. All of the students reported that the application-based doctoral comprehensive examination provided a context in which to apply and study the information they had learned in the courses, which helped to ease their anxiety. Implementation of the application-based comprehensive examination has been a very positive change for this educational administration doctoral program. It has transformed the examination process from a test for students to recall as much information as possible to an opportunity for students to showcase the depth and breadth of their knowledge, which has allowed the students to shine.