Guided notes were employed in two undergraduate Psychology courses involving 71 students. The study design utilized an alternating treatments format to compare Traditional Lectures with Guided Notes lectures. In one of the two courses, tests were administered after each class lecture, whereas the same type of test was administered at the beginning of the next week's class for the second course. Regardless of test delay, the Guided Notes condition was associated with substantially higher average test performance in all courses (approximately a grade level or more). Specific implications of the present applications and outcomes as well as future research needs are discussed. (Contains 2 figures.)