This project investigated the differential effects of case-based learning conditions (problem-based vs. direct instructional; video cases vs. text cases) on pre-service teachers’ analysis of classroom management cases. We assigned 645 pre-service teachers, from 21 identical courses, to one of four case-based learning conditions. The analysis of practice (quantity of selected situations, quality of inquiry about these situations, and theory-practice integration) was measured by pre-tests and post-tests. In addition, we examined pre-service teachers’ cognitive load and motivational-emotional factors during the learning process and addressed the relationships between these processes.