Teachers set up course descriptions presenting intended learning outcomes, activities and exams as well as content. These course descriptions are carefully planned often with the aim to meet constructive alignment between different course parts. This study analyzes the constructive alignment observed by students after joining a course with elements of case teaching by using cognitive networks and evaluating them with a software tool called Mannheimer Netzwerk Elaborations Technik (MaNET). The aim is to check from a student’s point of view which parts of the course are well aligned and which parts might need an alignment adjustment.