This study explored how students construct historical meaning through note-taking in History classes. Anchored in Constructivist Learning Theory and Historical Thinking Theory, the research reconceptualized note-taking not merely as a mechanical activity but as an active meaning-making process aligned with Sustainable Development Goal 4 on Quality Education. A qualitative descriptive-interpretive design was employed to capture the lived experiences of first-year college students enrolled in Readings in Philippine History. Data were gathered through semi-structured interviews and analysis of students’ notes using purposive sampling and informed consent procedures. Thematic analysis revealed four major themes: (1) note-taking as a tool for retention and understanding, (2) personalized note-taking strategies enhance learning, (3) challenges and difficulties in note-taking during discussions, and (4) collaborative and adaptive learning through note-taking. Findings showed that students viewed note-taking as essential in organizing historical information, improving comprehension, strengthening memory retention, and increasing confidence during recitations and discussions. Learners utilized diverse and personalized strategies such as timelines, color coding, flashcards, diagrams, abbreviations, and digital note-taking to simplify and interpret complex historical concepts. However, students also encountered challenges including fast-paced discussions, incomplete notes, and misinterpretation of information, prompting them to adapt through peer collaboration, online resources, and visual documentation. The findings further highlighted that note-taking practices are socially influenced and continuously shaped by classroom experiences and peer interaction. Overall, the study demonstrates that note-taking in Social Studies functions as a dynamic and interpretive learning process that supports historical understanding and critical thinking. The study recommends the integration of flexible, student-centered, and meaning-oriented note-taking approaches in History instruction to improve learner engagement and comprehension.