Objectives: To assess student perceptions of a student-initiated note-taking service (NTS) upon implementation of a NTS in the first professional year of the Doctor of Pharmacy curriculum in a college of pharmacy. Method: A survey instrument assessing perceptions of a NTS was developed and administered to first professional year students (N = 75, 92.6% response rate) prior to the conclusion of the first semester in which the student-initiated service was implemented. Topics addressed in the survey instrument included: service quality, perceived impact on course attendance, grades and student-faculty interaction, willingness to pay for services, and percent of time devoted to study materials, including NTS notes. Non-parametric tests were employed to examine student perceptions across demographic characteristics. Results: 41% of respondents indicated they use the NTS. Approximately 38% of respondents perceived the NTS would increase learning and positively influence grades. Overall, the students were divided in their perceptions with large percentages agreeing and disagreeing with a majority of instrument items. Males were more likely to use the service in P2 and P3 years (p = 0.002), more willing to pay for the service (p = 0.013), and less likely to take their own notes (p = 0.002). Students who used the service estimated lower semester GPAs than those who did not (p = 0.025). Implications: This exploratory study indicated significant variation in student perceptions regarding the NTS. Future research is warranted to better understand both positive and negative aspects of service implementation, particularly as they relate to student learning.