The way in which graduate students in a course in school organization and administration at Washington State University (Pullman) have been guided through conducting original case studies of the administrators and others working in public schools and school districts was studied, as was the impact of these studies on the students. Students were given practical parameters for the case study, such as selection of subject and site; and guidelines relating to theory, methods, and procedures necessary for qualitative research were also provided. Oral presentations were required at intervals. A limited study examined the impact of the case study experience on 44 students from 1988 through 1990. A 51-item close-ended self-response survey, the Leadership and Role Study Questionnaire, concerning the context and impact of the case study research experience was developed and sent to these students. Analysis is based on the return of 23 (56.8 percent) usable questionnaires. Results confirm that the case study research experience does provide students with theoretical knowledge of qualitative research and educational research in particular. Students also gain a relatively high level of substantive knowledge, with the greatest practical gain in interviewing skills and the least in writing. Two figures illustrate the framework and results of the impact study. Appendix A lists the 41 leadership case studies, appendix B contains the questionnaire, and appendix C contains the matrices for the study. (SLD)