Introduction. Modern foreign language education of future economist students at a university is aimed not only at developing their communicative, linguistic, sociocultural competencies, but also assumes that future specialists will learn to solve professional problems and business cases in the business environment. Teaching students how to solve foreign-language business cases by a university teacher will help students understand the content and logic of business problems and master the technologies for solving them. The purpose of the research is a teacher’s construction of a methodology for solving business cases by economic students in foreign language classes at a university. Materials and methods: structural, proyect design, professional-discourse approaches; study and analysis of scientific and methodological literature on the research topic, comparison and interpretation of the studied scientific materials, generalization and systematization of the ideas obtained and research results. Results. The study reveals the difference between the concepts of “pedagogical design” and “pedagogical construction”. Domestic and foreign approaches to determining the basic features of these concepts, their component composition are analyzed, and their fundamental similarities and differences are defined. A special place in the work is given to the study of the main provisions of the case method, the structure of cases and the sequence of their construction. The author presents the logic for sequencing the stages of case resolution in the educational environment of higher education institutions. Conclusion. A university teacher's awareness of the basics of pedagogical design helps improve the quality of organization of the educational process, including in a foreign language. The given methodology for constructing business cases for teaching economic students a foreign language at a university allows university teachers to organize the educational process effectively.