The &dquo;case approach&dquo; involves using cases and critical incidents to learn managerial skills (Koontz, 1980;Osigweh, 1985a). A case is a lengthy, comprehensively written learning tool which provides detailed information about some past administrative experience. An incident is, in contrast, short, precisely written and contains a lesser number of complex issues. As a result, it predisposes the learner to a position where he or she may have to make too many assumptions to effectively address the problem (French, Dittrich, and Zawaki, 1982; Murray and Von der Embse, 1973).Because of this, most advocates of the approach encourage the use of complex cases, or comprehensively written descriptions of actual administrative situations (Charan, 1976; Megginson, 1980;Tate, Flewellan, and Phillips, 1980). The purpose, here, is to examine the utility of the case approach, explore its origins and development and provide an evolutionary basis for a critical assessment of the approach.