Abstract Introduction This case was created for use with standardized patients (SPs) for teaching and/or evaluation purposes, in hopes of enriching the library of case scenarios available to SP trainers and medical school faculty for objective structured clinical examinations (OSCEs). The case is intended for teaching/examination of medical students years 1 through 4 (depending on a medical school's type of curriculum), as well as for residents and faculty development. Methods A 15-minute patient encounter followed by a 45-minute debriefing is recommended; this allows faculty to provoke in-depth discussion of the case and to demonstrate or correct clinical examination maneuvers. In an OSCE setting, allowing for 15 minutes for the learner in the patient room, 10 minutes for a patient note, and 30 minutes for debriefing with the faculty-observer (for teaching purposes only) should be sufficient. The SP is Mr. Rosales, who comes to the clinic complaining of a cold that will not go away. It started with a runny nose and congestion 2 weeks ago. After the first week, he seemed to get better, but after 2 more days, nasal congestion became worse, and a thick yellow discharge started. Today he has a headache, which becomes worse when he bends over. Results In the group of 40 students with whom this case was tested, positive feedback about the value of the case from the learners' perspective was received, especially regarding the opportunity to practice in a safe environment and correct any mistakes in a positive manner. Interrater reliability was assessed on a continuous basis at the originating program, and for 20 consecutive cases, it was above 80%. Additionally, a case study was completed to review the interrater reliability between SPs and faculty-observers in a multiple-station high-stakes OSCE examination. Results indicated faculty and SPs matched in scoring. Discussion The practice with a SP and follow-up debriefing of a case seen often in real primary care clinical practice is of high value to the learner. Understanding the information gathering process and learning correct examination approaches will carry on through the rest of the clinical practice of the learners.