Students take notes in various different ways and for numerous reasons. They have specific preferences in terms of note organization, use, and encoding techniques. At a broader level, they have individual views on the value of and habits related to notetaking. To account for both performance aspects of and individual stances on notetaking, the present paper reports on a multiple case study of notetakers in an English for Academic Purposes (EAP) class in Sweden. Three students representing three levels of notetaker, namely, copious, average, and sparse, were identified based on initial quality analysis of note samples using the "information unit," a measurement which aims to identify complete propositions in notes, as the focal point of reference. The notetaking of each student is explored via multiple data points (note samples, comprehension tests, surveys, and a written activity) in order to provide a profile of each type of notetaker. Pedagogic implications stemming from these profiles are then presented, including those for EAP teachers and students alike, arguing for the encoding and storage benefits of notetaking.