The purpose of this study was to create the portrait of a teacher educator implementing the case study method to determine what knowledge helps a teacher educator facilitate a case study discussion and what dilemmas teacher educators may encounter when teaching a case. Two portraits titled "Dealing With Discipline and Classroom Management Issues" and "Dealing with Special Needs Students" are presented. Each story is followed by a cross-case analysis of the teaching act. Through video and audio tapes of the teacher educator teaching a case, in-class observations, and reflective journals kept by both teacher educators and prospective teachers, insight was gained into the experience of teaching a case and the multiple tensions instructors may face as they prepare for and teach a case study. Results suggest cooperative learning and role playing as two strategies particularly suited to the teaching of cases. A jigsaw approach to teaching cases similar in theme enabled prospective teachers to conduct cross case analyses; cross case analyses provided an opportunity for prospective teachers to construct and test personal theories of teaching and learning; and role playing cases helped preservice teachers reflect on their personal theories of teaching and learning. Course syllabi are appended. (Contains 25 references.) (LL)