Many college students prefer to type their lecture notes rather than write them byhand. As a result, the number of experimental and quasi-experimental studies com-paring these two note-taking mediums has flourished over the past decade. The pre-sent meta-analytic research sought to uncover trends in the existing studies com-paring achievement and note-taking outcomes among college students. Results from24 separate studies across 21 articles revealed that taking and reviewing handwrit-ten notes leads to higher achievement (Hedges’ g = 0.248; p < 0.001), even thoughtyping notes benefits note-taking volume (Hedges’ g = 0.919; p < 0.001), amongcollege students. Furthermore, our binomial effect size display shows that takinghandwritten lecture notes is expected to produce higher course grades than typingnotes among college students. We conclude that handwritten notes are more usefulfor studying and committing to memory than typed notes, ultimately contributing tohigher achievement for college students.