Case studies are used extensively in gerontological and geriatric education and practice, especially to present clinically relevant examples and to illustrate abstract concepts, principles, and theories in the study of aging. This article reviews the important pedagogical, clinical, and ethical issues involved in their design and use, and presents an argument that both case study developers and discussants need to become more reflective when they think about the nature of writing and listening to case studies as stories. The major themes from the literature in narrative and clinical ethics on case studies as stories are surveyed, including consideration of both facts and values, the debate on generalization versus specificity, and the need for interpreters and commentators. The implications of these insights for teaching and clinical education are considered, including the importance of addressing the need for rich description, multiple voices, open-endedness, and critical analysis.