Driven by declining interest in teaching careers and high turnover rates, teacher shortages remain a critical global issue. A key contributing factor is the excessive sense of responsibility that teachers often experience. A balanced sense of responsibility is essential for delivering high-quality education and achieving professional satisfaction. Therefore, cultivating an awareness of one’s own sense of responsibility is crucial for maintaining a fulfilling and enduring teaching career. The Case Method of Instruction (CMI) is a pedagogical approach that cultivates essential skills such as collaboration, analysis, problem solving, and application. It also provides opportunities for prospective teachers to reflect on their beliefs, attitudes, and emotional responses in challenging situations. This paper explored the application of CMI in pre-service teacher education for fostering a deep understanding of responsibility. The paper involved two practices, each consisting of 10 students from elementary school teacher-training programs at private universities in Japan. The findings reveal how students’ understanding of teacher responsibility was enhanced through CMI. The findings also highlight the potential of CMI as an effective tool in pre-service teacher education, fostering both professional growth and long-term career sustainability.