Three college faculty taught large general biology classes using case studies and personal response systems (clickers). Each instructor taught the same eight cases in two different sections, except the questions within the cases differed. In one section the questions were lower order factual inquiries, and in the other they were largely higher order application, analysis, or evaluation queries. Using pre- and posttest comparisons on multiple-choice tests and two essay tests, we found that there were striking learning gains using these clicker cases.