This paper offers a critical analysis of the Comparative Case Study (CCS). While CCS provides a holistic methodological framework for case-based research, it is not free from drawbacks. One criticism the approach may receive, ironically, is the lack of criticism it encounters. Another critique can include its naming, as the name 'comparative case study' may not sufficiently represent its vital feature of transversal, vertical and horizontal axes. Lastly, the paper examines the qualitative approach traditionally associated with CCS deriving from its roots in anthropological and ethnography-oriented concepts and methods. We argue that the use of mixed methods can strengthen the CCS approach. This article is intended to stretch out the applicability of CCS through an empirical example with mixed methods on learner-centred pedagogy in Tanzanian primary schools.