Using a mixed methods design we quantitively examined how case-based instruction (CBI) influenced preservice teachers' (PSTs) cultural responsiveness teacher efficacy development across three classroom case studies. Qualitatively, we examined how PSTs were able to engage in self-insertion when writing about their reactions to the classroom cases. Specifically, PSTs were randomly assigned to one of two conditions; one group received a content-based text excerpt prior to reading and responding to two classroom cases (Text-Case). Another group was given a series of three classroom cases (Case-Case) that contained similar information to the Text-Case group. The Text-Case group maintained their cultural responsiveness teacher efficacy compared to the Case-Case group, which showed a significant decline (p < 0.05). The Text-Case group also showed greater selfinsertion in their responses to the cases. These findings provide evidence that CBI paired with foundational knowledge was more effective than CBI alone.