Abstract
The purpose of this study was to examine preservice teachers' attitudes towards the use of case study method. The study design was action research to investigate the effectiveness of utilizing the case study method. The sample for this study included fourteen master's students enrolled in educational technology in special education course. The results revealed that preservice teachers overall had positive attitudes towards the use of case studies. Also, the case study method was beneficial for improving student's learning, engagement, and critical thinking. This research proves that using the case study method in educational technology course is effective in helping the preservice teachers to both understand appropriate uses of technology and making a meaningful choice of assistive technology corresponding to their student needs. However, there was tendency for some students to believe that the case study method took more time than it was worth, and that they needed more guidance form the instructor about the use of the study. A recommendation resulting from the study was that students needed to understand the teaching approach, its purpose, and its potential for improving student learning for effective implementation of cases in the courses.