Two variables directly related to understanding and improving notetaking practices and instructional strategies were investigated. The first variable investigated was the different levels of pretraining: pretraining vs. no pretraining; and the second was the influence of three types of test mode expectations: multiple choice, essay, or nonspecified test. A 3 x 2 factorial design was employed. One hundred students in grades 11-12 were randomly assigned to one of the six treatments. Pretraining was most beneficial for those expecting a multiple choice test and hindered those expecting an essay test. Those expecting a non-specified test attempted to record the most information while both multiple choice and nonspecific test expectations led to more efficient notes (amount of ideas to number of words) than those expecting an essay test. The indication is that different test expectations lead to different study strategies and organizational schemes. (Author/RL)