The use of appropriate interventions is a critical component of educating students, particularly African Americans in special education. The purpose of this study was to examine the effects of guided notes on the academic performance of eight African American boys identified as having emotional or behavioral disorders (EBD) and learning disabilities (LD) in special education. Findings indicate that the use of guided notes could be an effective intervention strategy for improving academic performance and positive outcomes for students with EBD. This study supported earlier findings in which guided notes were used during class instruction. (Contains 2 tables.)