This paper examines strategies for integrating decision cases in the design of college courses. The benefits of decision cases are acknowledged but teaching strategies that rely solely on decision cases are challenged. A lack of real-world experience and knowledge among students can limit the effectiveness of teaching exclusively with decision cases in undergraduate or graduate classes. In such classes, decision cases need not be the sole teaching approach. Cases are much more often combined with lectures, problem sets and other teaching techniques. Suggested guidelines for incorporating cases into the design of courses are based on five critical topics: 1) course educational objectives, 2) the sequencing of case and other course material, 3) necessary facilities, timing and support 4) the number and mix of cases desirable in a course, and 5) evaluation of students.