This qualitative case study explored the experiences of college-age learners using visual notetaking to aid learning. The following research questions guided this descriptive case study: How do college-age learners perceive visual notetaking as a means of retaining and understanding information? How do college-age learners believe that visual notetaking affects their learning? What were the perceived challenges of visual notetaking as reported by college-age learners? Participants were instructed on visual notetaking, participated in a short online post-lesson survey, and then were asked to use visual notetaking in their learning for a period of two weeks. After such, interviews with eight participants along with the data from a post-lesson survey provided insight into the college-age learner as a visual notetaker. All participants expressed the belief that visual notetaking was a positive learning strategy. The Dual Coding Theory (DCT; Mayer, 2014; Paivio, 1971; Pavio, 2014), where images and words are used together to support the learner with greater recall, supports this belief. Deeper thinking and creative expression were also reported and reflect findings from Barton, Sawyer, and Swanson (2007). Implications for future practice include introducing and encouraging students and teachers to utilize visual notetaking as a learning strategy for increased understanding, opportunity for creative expression, and improved learning outcomes. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]