New approaches to teaching and learning are capturing the attention of growing numbers of faculty. Stategies for collaborative and cooperative learning are changing the way students and faculty interact in the classroom; the assessment movement and the practice of Classroom Research are helping faculty ask important questions about who their students are and how they learn best. Moreover, beyond new strategies and methods, there's a growing recognition that what's really needed to improve teaching is a campus culture in which good practice can thrive, one where faculty talk together about teaching, inquire into its effects, and take collective responsibility for its quality. This monograph argues that cases can be a powerful route to developing such a culture.