Despite advances in electronic course delivery, most university content is still conveyed through class lecture, which necessitates note taking by students. At the same time, students with learning difficulties are entering universities in unprecedented numbers (Stodden, Conway, & Chang, 2003; Wilhelm, 2003). These students encounter high expectations for autonomous learning and may struggle when they attempt to quickly prioritize and record lecture information. Research on students with learning difficulties and note taking at the university level is limited but worthy of review. This article examines the literature on the utility of providing copies of instructors’ notes to all students and the effect of instructor-provided notes on the academic performance of students with learning difficulties. Practical implications for current university teaching practice are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)