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There is a lot of discussion on the teaching method at law under the Korean law school system. This discussion is resulted from the reflective consideration on the teaching methods conducted widely at undergraduate law lecture level. The main critique on the classical method is that it inclines to theory education too much, not solving the real legal problems relevantly. Not a few scholars have been suggesting case method teaching and problem based lecture, answering this challenge. This article deals with the case method of teaching which optimizes lecture process and efficiency. By the way, when one adopts case method to law lectures, there may be various specific ways of adoption as many as the number of lecturers. Though the manner this article is introducing is only one type of them, the researcher of this article carried out an actual lecture with new case method of teaching, which helped strengthen the credibility of the research outcome. The actual lecture was done in first semester(2008) and 24 students took this class. The lecture process has 5 steps to organize the class systematically and communicate the legal points to the students, using judicial precedents. To evaluate the scholastic achievements and satisfaction of students objectively, the researcher conducted three surveys composed of a few questions, requiring students to give grade on a scale from 1 to 10 and compared the scores of the intermediate examination and those of the final examination. This research suggests following 6 recommendations about the case method of teaching at labor law. First, before lecturing a main legal theory, cast a question connected with the theory on the students. Second, sum up the correspondence hand out by 2 pages. Third, when explain the judicial precedents to the students, stressing out the important points clearly. Fourth, motivate the students to be active in the quiz at the end of lecture. Fifth, be confident of special effect of this teaching method. Finally, develope the various types of examination questions to evaluate the students objectively.