This mixed-method study examined the impact of the KWL Plus strategy on university students' note-taking habits, academic listening achievement and proficiency. The study involved 66 students, with 33 in the experimental group and 33 in the control group. The experimental group received a 7-week training program using the KWL Plus strategy, while the control group received standard classroom instruction. During the experimentation period, quantitative data were collected through achievement tests and scales. Also, qualitative data were collected through focus group discussions, semi-structured interviews and student diaries. ANCOVA and t-tests with SPSS 21 were used to analyze quantitative data, and content analysis with MAXQDA 2020 was used to analyze qualitative data. Quantitative results revealed that the KWL Plus strategy significantly improved both note-taking skills and academic listening proficiency among students in the experimental group compared to those in the control group. Students also reported positive experiences with KWL Plus, viewing it as a systematic and effective learning method. This study suggests that KWL Plus offers a valuable alternative to traditional approaches and recommends its use for enhancing note-taking and listening skills in academic settings.