This study investigated the effect of a system of guided note taking and study skills on the academic achievement of entering University of Idaho freshmen with low predicted-grade-point averages. Of 61 subjects, 14 were randomly assigned to a treatment group receiving twelve lessons in note taking and study skills over a period of six weeks. The control group was composed of the remaining 47 subjects. Students were given verbal instruction, skills demonstrations, class practice, and individual assignments in the areas of note taking, study reading, and examination preparation. Analysis of semester grade-point averages indicated that the instructional program had a significant positive effect on the achievement of the freshmen as a general group. The program had an especially marked effect on male subjects and on those with quantitative majors rather than verbal majors. (Author/KS)