This paper presents a bidding strategy that may be incorporated into case-intensive courses. The purpose of the bidding process is to equitably distribute credit when students are assigned cases of differing degrees of difficulty. The paper also collects data to help answer a basic research question regarding this device: Is there evidence of bounded rationality among students in executing their bidding strategies? While there does appear to be evidence of some bounded rationality, the bidding mechanism appears to distribute workload and credit rationally. (Contains 1 exhibit and 1 footnote.)