The process of decision-making can be taught by means of the so-called situation Methods, which are based on an analysis concrete cases from the practice of Management. The term »case« means such a situation in which there are at least two possible solutions. The theoretical starting point for situation methods is the pedagogical principle stating that the aim of education is not only to make the learners master a certain amount of know- ,edge but also to make them acquire and further develop abilities and skills necessary for well thought-out action and for handling new and unusual situations arising in practice. The situation methods 1,1 their classic form of case studies were developed and applied in the teaching of economic and allied disciplines in the USA long before World War II. The home of the case studies method is Harvard Business School. The situation Methods have since undergone a considerable development. There has been a deeper elaboration of the basic Harvard case study method as well as the emergence of new types and variants, which differ in their techniques and aims, important from the pedagogical point of view. The article gives the characteristics of the analysis situation (the Harvard method) and the conflicting situation, incident process, the process of getting gradually acquainted with the case, the dynamic case study, the »In Basket« method and the method of work on projects. Situation methods are used in training adults, especially executives. If we want to raise the standard of the educational process at the faculties of economics, we must employ these methods in all forms of study, including senior courses for full-time students. Situation methods can be employed in various branches of study, especially of applied sciences.