Objective: To explore the teaching effect of case-based teaching combined with problem-based teaching in skin laser aesthetic education. Methods: A total of 60 students who participated in the skin laser aesthetic course in our institution from January 2023 to December 2024 were selected and randomly divided into a control group and an experimental group, with 30 students in each group. The control group adopted conventional teaching methods, while the experimental group adopted a combination of case-based teaching and problem-based teaching. The theoretical examination scores, operational skill assessment scores, and classroom participation ratings of the two groups were compared. Results: The experimental group achieved higher theoretical examination scores than the control group, with a statistically significant difference (P < 0.05). The experimental group also had significantly higher operational skill assessment scores compared with the control group (P < 0.05). In addition, the classroom participation rating of the experimental group was significantly higher than that of the control group (P < 0.05). Conclusion: The combination of case-based teaching and problem-based teaching can significantly improve theoretical mastery, operational skills, and classroom participation in skin laser aesthetic education. It demonstrates better teaching outcomes than conventional methods and is worthy of promotion.