Student note-taking is an almost universal activity among university students, yet few naturalistic studies have examined relationships between note-taking practices and subsequent examination performance. Complete sets of notes on an introductory psychology course, involving 75 lectures presented by ten instructors, were obtained from nineteen male and nineteen female students. Notes on ten selected lectures (one per instructor) were analysed, and information derived about class attendance and the quantity, organization, and presentation of the notes. Variables based on this information were then correlated with performance on two three-hour final examination papers (one multiple-choice, one essay). High correlations were found between the quantity of notes and examination performance. Surprisingly, these correlations increased in subsamples consisting of those students who attended class most diligently. The correlations involving the multiple-choice examination tended to be higher than those involving the essay examination, most probably because of wider sampling of lecture content and a more factual orientation in the multiple-choice examination. The results appear to conflict with the advice given in student study guides, many of which suggest that students should be very selective and concise in their note-taking.