The authors draw on elements of the offer-use-model for the theoretical conceptualization of teaching-learning-contexts in case-based university courses in teacher training. On the offer side, concepts and principles of working with teaching cases are described via a theoretical positioning. On the use side, interdependencies of diverse teaching-learning-models and case media are examined for cognitive stress, motivation, and emotions while learning with cases on the basis of empirical data. The results show that, depending on the respective prioritization, all four forms of casework examined are suitable for novices. In a final part, initial conclusions for a university didactics of casework are discussed on the basis of theoretical considerations and empirical findings.