Experience and reflection on experience are the best teachers, yet rich cases that capture experience for reflection have largely eluded professional training in evaluation. The absence of high-quality, readily available teaching cases has been an important gap in the field. This article reviews the benefits of case teaching, examines evaluation issues that may surface, and provides guidance for using the case method in evaluation teaching and training. The goal of this issue of "New Directions for Evaluation" is to help build the body of useful and challenging teaching cases specially designed for the evaluation field. It presents three cases along with teaching and learning notes and guidelines for users. The cases focus on diverse organizations, settings, and varied approaches to evaluation. Although all the evaluations were supported by foundations, they highlight situations and dilemmas readily applicable to a variety of settings. The cases and discussion questions at the end of each case can be used for group discussion or self-reflection.