This paper reviews and discusses research on notetaking during academic listening conducted in both first (L1) and second language (L2) contexts and is organized into two main categories: research that is beginning to impact English for academic purposes (EAP) classrooms and that which has yet to make an impact on EAP, but should. Overall, I assert that, while some relevant research on notetaking is reaching EAP classrooms, there is an abundance of knowledge from L1 contexts as well as a number of unexplored areas that have potential to improve instruction and student ability. Throughout the paper, I hypothesize why certain research findings are not being applied in classrooms. In concluding, I provide suggestions for how researchers and teachers might further support colleagues in applying research findings.