In this study, the relationship between mathematics success and the formal properties and contents of the notebooks in which students take notes during mathematics classes have been examined. The exploratory model, in which quantitative and qualitative data are used together, has been used in this study. This study consists of 176 students from 3 different state secondary schools and the notebooks they used to take notes in during math classes, as well as their academic success assessments. It has been found that the properties from the contents of the notebooks of successful students are more remarkable than those who are unsuccessful, and the formal properties of the notebooks are not different from each other according to success rates. With this study, it has become obvious that note-taking in math classes is important in terms of the form and the process. Moreover, it has been concluded that there is no meaningful relationship between the contents and the formal properties of the notebooks. Therefore, it is believed that organizing seminars for students on better note-taking methods at the beginning of the semester will increase mathematical success.