This article examines literacy coaches' (n = 7) digital note-taking practices using mobile technology and their influence on reflective practice. The study, which employed a design-based approach, investigated the coaches' transition from note-taking by paper and pencil to the note-taking application Evernote. Data included interviews with the coaches, a blog where coaches discussed their use of Evernote, and the coaches' digital notes. All data were uploaded into NVIVO 10 for management and coding purposes. Findings suggest that successful integration and future acceptance of mobile technology for reflective practices depends not only on its usability, but also on the types of professional development provided to the user.