One of the critical issues in the professional preparation and development of educational administrators is devising instructional strategies and techniques for integrating theory and research as the basis of infonning situationally relevant practice in the area of educational administration. 
This paper examines the viability of the case method as a teaching/ learning strategy in instructional systems geared toward the training of per­sonnel who administer the various areas of the education system. The core argument in this presentation is that the case method provides the curriculum developer and/or trainer with a real opportunity to help the learner become self-directed during the instructional process. More importantly, the curricu­lum goal of educational praxis, that is, "theory into practice" can be easily realized through the use of this method. The following limerick highlight· these essential purposes of the case study: 
 
A student of administration with tact Absorbed many answers he lacked But acquiring a job, 
He said with a sob, 
 
"How does one fit answer to fact."