Traditional approach of teaching Classroom Management (CM) involves using text-based case studies to initiate discussion and develop decision making skills. Pre-service teachers analyse and solve these realistic problems based on context and constraints carefully put together in these cases (Pena-Shaff, & Altman, 2009). However, the feedback has been that they are not sufficiently stimulating and authentic enough in comparison to actual face-to-face classroom experience. Therefore, video clips of classroom scenarios are increasingly being used in teaching CM courses. Although video clips are very useful in generating discourse and giving pre-service teachers opportunities to collaboratively analyse, reflect and develop multiple perspectives on their practices (Osmanoglu, Koç, & Isiksal, 2013), those currently being used may not be totally relevant to their context. Hence, the production of video cases based on actual cases from local schools can overcome this shortcoming and compensate the inability to place teachers in different prototypical situations (Kale, & Whitehouse, 2012).This study comprised two parts, a developmental and a research part. The development of a web-based video case and an asynchronous online discussion (AOD) component constituted the former. The latter included its implementation as part of the CM course, the collection of survey, interview and discussion log data, and the examination of these data. Our sample comprised 209 Post Graduate Diploma in Education pre-service teachers who completed the survey and participated in an AOD after watching the web-based video case. Twelve assenting candidates were interviewed to elaborate on their survey responses. AOD transcripts were also examined to analyse if watching the video case helped them apply what they have learnt and develop their decision making skills.In this paper, descriptive statistics from 4 of these survey questions and representative quotes from the interview data will be reported to illustrate how pre-service teachers perceived the value of the web-based video case based on authentic local case studies to help them acquire classroom management knowledge and skills. The findings showed that 86% of the participants agreed or strongly agreed that the video case was an authentic portrayal of a local classroom scenario. In addition, 79% reported that after watching the video case, their knowledge about teacher-related classroom management issues increased. An overwhelming 90% agreed or strongly agreed that watching the video case helped them envision classroom management issues much clearer than reading text-based cases. Interview data will be provided to substantiate these findings in our presentation.