Interactive notebook, also known as INB, is a tool that helps students with organization skills, communication skills, and gives them responsibility for their learning. INBs have been proven to increase test scores (Wilkins, 2003), and specifically increase writing proficiency, academic impact, and reading proficiency (Wilson, 2015). Although previous research shows the benefits of INBs, a large percentage of middle school teachers still use the traditional notetaking practice (Boyle, Thinking strategically to record notes in content classes, 2011). In this quantitative study, middle school teachers responded to a questionnaire. The answers from the questionnaire allowed the researcher to gain a sense of teachers' perceptions on INBs and examine if difference existed based on years of experience, content area, grade level taught, level of education, and schools' accountability rating. The results from the analysis concluded that there was no significant difference in teachers' perceptions based off the demographics examined in the study. Although majority of teachers surveyed believe that INBs are more beneficial than the use of traditional lecture style teaching to disseminate course material, they do not use INBs nor would they recommend INBs to others. The overarching question of why middle school teachers do not use INBs is still unanswered; however, the theory that the demographics examined in this study influenced the teachers' perceptions can be ruled out. [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.]