The common practice of using of guided notes in the post-secondary classroom is not fully appreciated or understood. In an effort to add to the existing research about this phenomenon, the current investigation expands on previously published research and one previously published meta-analysis that examined the impact of guided notes on post-secondary student achievement. Specifically, this study examines the different variables that moderate the effect of using guided notes in the classroom, the impact of guided notes relative to professor-provided notes or student-generated notes, and unlike previous studies, the present meta-analysis, includes both published and unpublished research and some previously unexamined variables. Results indicate that overall, guided notes can produce a moderate impact on student achievement. The study discusses the implications and limitations of this research.