Meta-analyses of 33 studies were conducted to examine (1) how much the combination of taking and reviewing notes contributes to school learning, and (2) whether interventions in the note-taking/-reviewing procedure enhance note-taking/-reviewing effects, and if so, how much and under what conditions. Syntheses of findings from note-taking/-reviewing versus no note-taking/-reviewing comparison studies indicated that the overall effects of notetaking/reviewing were substantial. The advantage of note-taking with intervention over without intervention was modest but significantly greater than zero. This intervention effect was moderated by two variables: presence of provided notes and academic level of participants. Providing a framework or instructor's notes was more effective in the enhancement of notetaking/-reviewing effects than pretraining or verbal instruction only. The participants at lower academic levels gained greater benefits from interventions compared with the participants at a higher academic level.