Note-taking is ubiquitous. Whether we write down a grocery list, type our intentions for the day, or record a voice note for a friend, we often use notes to externalize our thoughts. We “delegate” this information to “in the world” extensions of our cognition, thus lightening our cognitive loads. The current thesis investigates the effects of note-taking as a form of cognitive offloading in an applied research setting. The note-taking literature is fragmented regarding practical note-taking recommendations for educators. The current thesis advances our knowledge and understanding of the crossover between cognitive offloading, note-taking, and individual differences. The laboratory research presented in this thesis uses novel materials that mimic the classroom environment, with future goals of translating this research into the actual classroom. Chapter 2 explores note-taking from a cognitive offloading perspective and demonstrates how differences in note-taking quantity affect recall. Chapter 3 showcases how differences in learning between note-taking modalities are seen sporadically and only when they intersect with the type of test. Chapter 4 investigates the importance of individual differences (e.g., working memory capacity) when exploring cognitive offloading and note-taking, and demonstrates how surface findings are not generalizable once we investigate underlying individual differences. While our research started as a way to understand how we offload information via note-taking and its effects on learning, we hope our findings and general discussion encourage the reader to explore the generalizability of applied cognitive research. Note-taking is a complex process, and our future work aims to investigate how learners differ and how we might disseminate research in education to be inclusive and diverse. / Thesis / Doctor of Philosophy (PhD) / Imagine a world without technology or external resources to express your thoughts: no “to-do” lists, calendar reminders, sketches, or notes. Since our memory capacities are limited, we often maintain a record of information “in the world”, as opposed to only using our limited memory stores. This form of mental delegation is known as “cognitive offloading”. One way we offload information for future access is through note-taking. In an educational setting, note-taking influences our ability to learn and review information. How we take notes, and their effects on learning, have been debated in the literature. This thesis explores the impact of cognitive offloading and note-taking on learning, and demonstrates the importance of exploring individual differences (e.g., memory capacity and note-taking preference) in applied educational research. Throughout this thesis, we prompt our audience to frame note-taking and cognitive research takeaways through an inclusive educational lens.