Using response cards is one strategy to increase active student response. This approach may also satisfy a unique cultural learning need in some cultures like Taiwan where students are hesitant to speak in class. This paper provides a case example of using personal writing boards (PWBs) as an alternative response option to improve student participation during preservice teacher education in Taiwan. Additional features of the PWBs were designed to respect and accommodate student preferences and learning needs. The author identified six implementation steps, a demonstration of implementation, and six functions of using the PWBs. Evaluation of using PWBs from an anonymous student self-report survey showed positive results on satisfaction, preference, response rate, and attention span when compared with classes not using PWBs. This example provides implications for teachers working with pre-service teachers and diverse learners such as international students or students with special needs.