This paper examines the appropriateness of the case study approach, commonly used in medical and law schools, for prospective and inservice teachers in schools of education. Developing courses in which case studies would be used to illustrate moral dilemmas would aid teachers in examining their ethical principles, weighing moral issues, and applying ethical reasoning to questions facing them in their practice. One of the assumptions underlying the construction of such courses is that the best way to approach the complex ethical questions that lie at the center of professional life is to examine them in light of traditional ethical theories. New feminist research, however, distinguishes a morality of rights and principles (the justice perspective) from a morality of care and responsibility (the care perspective). Each perspective posits a different relationship between morality and the conception of self. The appropriateness of both ethical approaches for professional ethics courses in schools of education is discussed. (JD)