This grounded theory research study investigated one active reading strategy, note taking, with a goal of creating student-centered, evidence-based curriculum for the developmental reading instructor. Sixteen students participated in a two-part session: a semi-structured interview and a think aloud of an assigned, academic text. The students were asked to discuss their attitudes regarding reading, both academically and for pleasure, and about any previous reading instruction. They were then observed reading their assigned text, an expository article, and queried as to their use (or not) of any note taking procedures or strategies. As an outcome of this study, it became apparent that for the participants in this study, note taking was recognized as an expected, valued academic reading activity from their instructors' perspectives, but not valued in terms of their own time priorities resulting in minimal notes mostly characterized by underlining and text coding. This study suggests that instructors' voices might be more powerful motivators in creating more active, engaged academic readers if focus was on the value and purpose of note taking rather than the process and procedure. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]