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Cased-based teaching (CBT) is one of the various forms of the inductive method. In this book, the effects of CBT on chemistry students' achievement, critical thinking, and attitude toward chemistry including the relationships between each of these variables were determined. A quasi-experimental design with a pre-post control group was used to determine the effects of CBT on students of four intact classes.The independent variables are the type of teaching approach (CBT versus pure lecture-discussion teaching or PLDT) while the dependent variables are chemistry achievement and scores in critical thinking and chemistry attitude. Both ANCOVA and t-tests were used to compare the effects of CBT versus PLDT on students' chemistry achievement, critical thinking, and attitude toward chemistry, while correlation coefficients were calculated to determine the relationships between each of the variables. Results show that the use of CBT fosters a positive attitude toward chemistry and provides some indications as well on improved chemistry achievement of students compared with PLDT.