Leadership Education and Development programs at the graduate and undergraduate levels are implemented with an overall objective to prepare students for the dynamic ‘complex global working’ environment. Case-in-Point teaching in leadership education is an emerging pedagogy that is gaining ascendancy and relevance both in theory and practice. The pedagogy is predicated on the conception that leadership is a function of self awareness and knowing oneself, ability to articulate one’s vision, capacity to create a community of trust among colleagues, and the ability to take effective action to realize one’s own potential; and that linear epistemology as a dominant and prevailing epistemology in leadership education can no longer be the dominant epistemology. This paper discusses how Case-in-Point Pedagogy can be used in teaching leadership in Human Resource Development. The discussions are based on Ron Heifetz’ Case-in-Point Pedagogy as situated in the realist ontological frameworks of teaching leadership outlined in Sharon Parks’ Leadership Can Be Taught. The paper takes a look at the epistemological and conceptual framework of the Case-in-Point Pedagogy, the theory and practice of Case-in-Point Teaching, and how it could be incorporated into leadership courses in HRD. The themes and issues related to the adoption and use of Case-in-Point are outlined.