Two versions of a senior-level capstone course with differing note-taking strategies were compared. In one semester, a traditional student note-taking format was used; in another semester, student note-taking was rendered unnecessary by providing students with complete instructor notes. Student performance in the course as well as student opinions of the course itself and the new no-notes format were assessed. The nature of students' in-class participation increased significantly with the no-note-taking format, and final grades exhibited a modest improvement as well. Students were overwhelmingly positive in their reactions to the approach. Recommendations regarding the potential benefits of reducing the divided attention demands of note-taking in the classroom are discussed.