Students often ask about the use of reference aids during exams in most disciplines. These aids are most commonly notes they have taken, textbooks, handouts, or perhaps access to information stored on computers and/or the Internet. Although the practice of using reference aids may be common, the author was unable to locate much relevant research previously conducted on this topic. A research project as this one was long overdue. This article summarizes findings of teaching eight sections of the same information systems college course in the same format with one major exception. Five sections had notes available for reference during the final exam whereas three sections did not. The author's primary hypothesis that students in the five sections using notes would perform significantly better than the other sections on the exam was not supported. The author also analyzed exam results for the sections allowed to use notes and found there was a significant difference in how individual students who chose to use notes performed compared to those who chose not to use notes. Thus, the supplemental hypothesis number two was supported. This study suggests that individual students will perform slightly better on exams if they prepare reference notes to use. Both faculty and students who want to see good test results have reason to promote the use of reference notes during exams. One or many of the following 10 factors may have influenced outcome of this study: 1) Since use of notes is optional, many students may choose not to use them and thus negate the potential impact on a course section, 2) Allowing notes may instill a false sense of confidence such that students may procrastinate and not prepare thoroughly for the exam, 3) Limiting reference notes to one page may be too similar to allowing no reference notes, 4) The opportunity to use notes may provide an incentive for some students to prepare thoroughly for the exam, 5) The quality of student-prepared notes can vary considerably. 6) The final exam, although difficult, may be inherently easier than the midterm, 7) Results do not show why students who prepared notes did slightly better. It could be because they spend more time and mental synthesis in preparation for the exam or because they had reference notes readily available. Getting a good grade may be more important to them than to students who chose not to use notes. The better students may be more likely to prepare notes. 8) Results do not show why non-users of notes did not do as well. It could be because they feel notes will not help them or because they are less motivated. They may feel uncomfortable about referring to a "cheat sheet." They may feel better about having mastered the material than the note users, 9) The instructor may have been more proficient in teaching sections 2 and 4 in the evening after having rehearsed in day sections 1 and 3. (Please note, however, that section 5, a day class, showed the greatest improvement on the final.) 10) The outcome is based on three sections as the control group and could be an anomaly. This article will be of most interest to faculty who teach information systems oriented courses but may be of interest to anyone who teaches or takes classes. (Contains 7 tables and 3 figures.)