Secondary physical education teaching in America presents unique challenges. Beginning and experienced teachers wrestle with difficult issues like role conflict, marginalization, evaluation and curriculum choice. Some researchers suggest that when preservice teachers write about and discuss cases, through vicarious engagement they explore their beliefs about teaching and better appreciate the complexity of the profession. (Lundeberg, Levin , & Harrington, 1999). The case method offers much intuitive appeal, but evidence documenting student perceptions and what they actually learn from the case method is needed. Cases are stories. Whether real or fictional, cases use characters, context and a rich set of circumstances to illustrate ideas and raise questions about teaching and learning. The purpose of this action research project was to assess the effectiveness of the case method in a secondary physical education methods course. Participants were ten (8 female, 2 male) physical education majors enrolled in the course. The case method was used four times during the semester. One case was chosen from a popular magazine, two from a book of physical education cases (Stroot, 2000) and one was a videotape of a popular sitcom. Participants read or viewed the case, then were prompted to respond to two or three provocative questions. Typed answers were posted on an electronic bulletin board (Blackboard.com). Use of Blackboard allowed all participants to read each other's responses. Participants' responses were used as a starting point for a 60-90 minute case discussion during class. Participants' answers to follow-up questions that prompted participants to reflect on the case discussion were posted on Blackboard. Data were students typed responses to case questions, an open-ended questionnaire about the case method and a survey about their attitudes toward teaching physical education. Also, data on student use of Blackboard was compiled. Nine participants reported that the case method played a critical role in preparing them to teach. The case method prompted participants to reflect on "real-world" problems and learn from others during discussion and by viewing their typed responses. Content analysis of the typed responses corroborated these sentiments for eight of the participants. Participants said the case method helped them think through their decision to teach physical education. Two participants found the cases "depressing." Reactions to the use of Blackboard were positive. The results support claims that the case method can be used to introduce teaching complexity and prompt preservice teachers to wrestle with difficult professional issues. Keyword(s): professional preparation