The study investigates how case studies are employed in engineering ethics education across 23 engineering programs at six higher education institutions in Ireland, with a focus on how cases are selected, the envisioned goals, characteristics of the scenarios, and their application preferences by instructors. The research finds a gap between the hypothetical, individualistic nature of typical engineering ethics cases and the instructors' preference for immersive, real-world scenarios that foster reflective thinking on broader ethical issues beyond decision-making in professional contexts. Recommendations are provided to align the aspirations with actual practices, emphasizing the need for evidence-based case designs that address power relations, equity, and the societal mission of engineering.