Business Schools have long struggled with preparing students for careers in strategic management, as the practices of complex professions diverge significantly from academic training. Whilst case studies are a longstanding educational practice that aims to align educational outcomes with workplace demands but they often fall short, being criticized for being inadequate for learning about, and experiencing, the messy, ill-structured, and complex nature of strategy work. This paper argues that integrating practice-based teaching into strategic management education can address this limitation. It presents a rich ethnographic inductive study of an outstanding MBA-level strategy course in a leading global business school. Our analysis reveals three distinct levels of strategic proficiency: rule-based learning, strategic decision-making, and intuitive and holistic action. We highlight both the progression of learning and also the factors that enable or constrain movement through these stages. Our findings show how practice-based teaching can enable students to engage effectively in the complexities of strategy practice and so enhance their readiness for professional careers.
