Teacher educators have argued for the use of case study as a pedagogical focus of teacher education. Yet, to understand the advantages and limitations of case study as curriculum, we need a clearer understanding of the nature of cases. What can we learn from looking at the use of cases in the education of other professionals? How can the learning experience of these students inform thinking about the use of cases in teacher preparation? And what pedagogical and programmatic features support effective learning with cases? A comparison between social work students' experience and the education of preservice teachers yields new questions for teacher educators regarding the use of different kinds of cases for preservice teachers.