This study aimed to determine the case-based pedagogy of experienced chemistry teachers using a researcher-made questionnaire, interviews and class observations. Three case subjects were selected through convenience sampling. The data gathered from the case studies provided some pedagogical practices that the three case subjects use inside their classroom in relation to what they considered as difficult topics in terms of the following aspects: motivational strategies used, questioning technique, time management, type of activities performed, manner of closing a topic, manner of dealing with students’ misbehaviour and type of assessment used. The findings revealed that among the three case subjects, only one case subject has considered some topics to be difficult to teach. The other case subject considered few of the topics easy and the rest very easy to teach, while the other considered all of the topics very easy to teach. The results further showed that the type of activities and motivational strategies used vary with the difficulty of the topics being taught; and the chemistry teachers’ pedagogy vary according to the topics.