This paper presents two examples of the case study method applied to enhance preservice teachers' decision-making abilities and multicultural perspectives. In the first example, preservice teachers (N=17) enrolled in a sophomore educational psychology course chose a case from a preselected list to diagnose and present to the class for analysis and discussion. An ERIC search was conducted to support case solutions; the cases were presented orally to peers; a class discussion was led incorporating alternative viewpoints; and the final exam was a written clinical case study on one child from an urban field placement. In the second example, 39 preservice teachers were organized into groups of 3 to foster principles of cooperative learning. Requirements were the same as in the first example with the additional inclusion of three related articles. Results suggest that the case study format not only increased understanding and comprehension of issues in the contemporary classroom, but it also served as a vehicle for communicating personal experiences, concerns, and commitment to successfully teach all students. Cooperative learning impacted on the way preservice teachers viewed case study dilemmas and their solutions. (Contains 14 references.) (LL)