This study investigated the influence of longhand (paper and pen), keyboard, and stylus note-taking on academic performance in college classes. Students attended mini-lectures and took notes using longhand, keyboard, or stylus. Students took quizzes after each mini-lecture and reported their engagement. Final course grades were recorded. Note-taking did not directly affect recall, but students performed better using their preferred note-taking method. Stylus and longhand note-taking conferred advantages in course grades and were associated with higher perceived recall and engagement. Although there may be advantages to longhand and stylus note-taking, it is important to allow flexibility for student note-taking preferences.