The purpose of this study is to examine the relationship between student in-class note-taking and pre-class reading with perceived in-class spiritual and religious outcomes. This study surveyed 620 students enrolled in six different sections of an introductory religion course at a private religious university. Full-time religious faculty members taught these students. Data were gathered via a self-report Likert scale survey instrument. Results showed a modest, positive relationship between both in-class note-taking (r = 0.32) and pre-class reading (r = 0.26) with in-class spiritual experience, with both factors explaining 15.6% of the combined variance of student reported in-class spiritual experience. This article explores the practical implications from these findings.