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This article builds theory for a more effective use of the case method in environmental sustainability management education. Using grounded theory, a set of 75 teaching cases on environmental sustainability is analyzed to propose a classification framework based on literary genres. This theoretical framework will help instructors select teaching cases that promote a more holistic learning experience—one that allows students to undergo both the cognitive and emotional learning needed to manage businesses sustainably. The framework can also be utilized to gain insights for course designs that more effectively promote student engagement in environmental sustainability management classes.