When asked to make therapeutic antimicrobial decisions on clinical rotations, veterinary students will often hesitate. Given that there are frequently several possible options and not always a defined “correct or incorrect” choice when it comes to antimicrobial selections, we sought to offer students more opportunities to practice decision making in a continuum. We developed a series of small animal case vignettes with a continuum of pharmacologic choices. Rather than making a discrete drug selection on a multiple-choice exam, students use a slider bar tool to indicate the relative safety and/or efficacy of the drug in question; they also provide a written justification for their selection. Slider bar selections and justifications are anonymized and downloaded into a corresponding file for instructor review. Student participation engenders real time feedback for instructors, which shapes key learning goals for class sessions and addresses misconceptions. An example of the case used to modify a teaching approach in the classroom highlights how the tool provides insight into students’ mindset. The case detailed an intact male dog with clinical signs of a urinary tract infection and supportive urinalysis data. Students evaluated the safety and efficacy of five different drugs. Most of the students deemed the aminopenicillin or potentiated aminopenicillin as safe and effective for use in this patient; most missed the signalment in the case and ignored the role of the prostate. The case sharpened the accompanying class discussion on the significance of antimicrobial selection in an intact male dog with a urinary tract infection.