Psychoanalytic case reports play a role in the development of treatment methods and in the discussion of alternative theoretical concepts, but are especially important as part of the psychoanalytic educational process. Their practical use, however, is characterized by difficulties in communication, as participants are often unable to agree on the level of discussion—that is, on whether this should be theoretical, methodological, or based upon interpretive assumptions. The method proposed here for structuring case reports to promote debate is intended to lead to a clearer understanding of what is involved in the discussion of case reports, and to a greater consideration of the level at which this discussion is taking place. The candidate in training learns to distinguish between 3 components of psychoanalytic competence that are integrated in every case report: psychoanalytic knowledge (explanatory and procedural knowledge), psychoanalytic therapeutic competence (transformational knowledge), and psychoanalytic attitude (assumptions about meaning and rules of interpretation).