Case studies hold great potential for engaging students in disciplinary content and facilitating deep and meaningful approaches to learning. It is one of the promising approaches used to facilitate high-level learning in online courses. The importance of cognitive presence to generate high-level learning in online environments are well documented in literature. The concept of cognitive presence emerged from the Community of Inquiry (CoI) framework proposed by Garrison, Anderson, and Archer (2001) to guide the use of online learning environments in support of social constructivist approach to learning. However, little is known about online case-based discussions and their impact on cognitive presence and learning outcomes in online courses. Therefore, the purpose of this project is to implement case-based discussions in an online course and evaluate its impact on students’ cognitive presence and learning outcomes related to their grades, learning processes, and satisfaction. A quantitative research method will be used for the evaluation and a qualitative data will be used to strengthen the findings obtained from the quantitative data. The results of this study will enhance the quality of teaching and learning strategies used in the 100% Online Master’s Program courses in Instructional Systems Technology (IST) in the College of Education at UNC Charlotte. Additionally, guidelines to use case-based discussions to facilitate cognitive presence in online courses will be shared with UNC Charlotte community and with the larger audience who teach online courses through presentation and publication.