Case studies have long been used in business, law and medical education. Their use in science education however is relatively recent. In an effort to improve student outcomes, case studies were integrated into an undergraduate genetics course as a supplement to lecture and replacement to recitation. Student performance and perception of the course when case studies were used indicate student perception improved while student performance showed mixed results. The impact of gender on perception of the case study method was also assessed. The results showed that while more females had a positive perception of the case study method, their improvement in performance was no different to that of males. Performance differences among ethnicities were also observed.