Abstract
In this article, we review the literature on learning and teaching with cases drawing from several applied professions (e.g., education, business, medicine). First, we summarize the learning philosophies and concepts that ground case-centered teaching and learning. This section touches on views of professional practice, important and relevant theories and concepts, and the value of decomposition of professional practice. Then, we use the idea of decomposition of professional practice to illuminate for readers how the learning philosophies and concepts that ground case-centered teaching might show up in evaluation classrooms. This discussion necessarily focuses on instructional design, types of cases, issues to consider in selecting cases, developing meaningful questions, and cultivating the type of learning environment case-centered teaching and learning demands. Implications for evaluation educators and research on evaluation are noted.