This study was to investigate the impact of cognitive style and self-regulated learning strategy such as note-taking methods on learners ' academic performance. Statistical analysis results showed that both cognitive style and note-taking methods did not have a significant effect on an immediate test. However, there was a significant main effect of cognitive style on a delayed test. Students who took notes in a matrix scored higher on the delayed test than did students who took notes free form. There were no interaction effects between note-taking format and cognitive style in both post-test and delayed test.