There is an increasing range of career opportunities for people with atmospheric science qualifications, particularly in the private sector. For most consultants, and indeed for many private sector meteorologists, questions can come from almost anywhere, and can cover a wide range of topics related to the atmospheric sciences. Obviously we have to answer them, or at least those within our specialty, if we are to survive and prosper. Many answers must start with a determination of the definition of the underlying problem before the development of any solution method is possible. The problem solutions themselves may take us far from the direct application of text-book methods, standard equation manipulation, or routine forecasting techniques. A broad range of problem solving skills are therefore required. Whether these skills are innate or can be acquired is perhaps somewhat debatable, but it appears that there are relatively few formal courses in degree programs within the atmospheric sciences which tackle this requirement head-on. From an educational viewpoint, it may suggest that we are not adequately preparing students for the full range of possible career paths. From the viewpoint of potential employers this means that on-the-job training is required, which also means that the suitability of an individual to the job is only tested after the person is hired. Thus it seems that real-world problem solving skills need to be developed alongside the traditional meteorological skills within atmospheric science education. This presentation suggests one approach using team-based case studies, the studies being based on actual consultant experience, suitably modified to maintain confidentiality, and selected to illustrate a variety of possible approaches.