Students with learning disabilities lack effective note-taking skills for a variety of reasons. Despite the important role that notes play in helping students to understand lecture content information and serving as documents for later review, many students with learning disabilities are simply not effective note-takers. Many of these students record incomplete notes and record fewer notes when compared to nondisabled students. This article will familiarize the reader with research-based note-taking techniques that students can use to improve their learning during lectures.