Selecting and using effective instructional strategies is a challenge facing those involved with preservice teacher education. Two instructional strategies with emerging empirical support include WebQuests and Case Method Instruction; however, both have limitations. This study examined the effects of using a CaseQuest--a hybrid of WebQuests and Case Method Instruction--on early childhood intervention students' competence related to working with families of young children with disabilities and utilizing technology to deliver intervention services. Twenty-eight graduate students participated in the CaseQuest project. Findings indicate students' reported family-guided skills and work practices increased following the CaseQuest experience. Students also reported increases in their technology skills and knowledge following the CaseQuest experience. Implications for preservice programs are discussed.