Description: The paper presents experiences from the Leonardo da Vinci pilot project, "Train the Trainers in Vocational Rehabilitation" (TTT), contracted and run by Attføringsbedriftene. The project was a partnership among 8 countries and 14 partners throughout Europe. The starting point of the project derived from the reality that the number of people who are vocationally disabled and/or disadvantaged is growing. Moreover, the barriers to participating in the open labour market are increasingly complex. In addition, changes in the European labour market from manufacturing to service production and a growing political will to mainstream aims and measures in vocational rehabilitation were influential. These concerns have put new demands on vocational trainers.The objectives of the project were to enhance the competencies of vocational specialists in the sector and, in so doing, provide better vocational rehabilitation services to working persons with disabilities. The project was anchored in a philosophical basis that supports the idea that the trainer's role is to empower those with vocational disabilities/disadvantages. In total, this resulted in 13 training modules that were developed and tried out on more than 100 trainers.This paper focuses on one method used in the training program. That is, that all trainers documented their skills with case studies after each module. The paper will discuss how the case studies contributed to fulfilling the basic pedagogical principles for the project: 1). Adults learn through practice and reflection on practise.2). The arena for education is the workplace rather than the school, college, or university. 3). An inductive, participative approach, in contrast to a hypothetical, deductive approach is of greater benefit. Methodology: The paper will discuss how the case studies contributed to fulfilling the pedagogical principles of the project. This is illustrated through an analysis of specific portions of individual case studies, the students' reflections of the case studies, and how theory was connected to the particular stories. The use of the case studies approach is presented in light of Habermas' theory of communicative action. Conclusions: The expected outcomes are that the paper will show how case studies can be used within similar programs, including delineating certain experiences from this approach to promote higher levels of learning among participants. One result is that the use of the case studies shows that the stories and the discussions and related activities surrounding the case studies contributed to fulfilling the pedagogical principles of the project.