Few topics have been addressed as regularly in Interpreting Studies as note-taking for consecutive interpretation – and it is here that the debate often became particularly heated. This article traces the debate on note-taking through sixty years of research and publications, and takes these publications as a basis for outlining recommendations for the teaching of note-taking. To this point, it first provides a brief overview of the scholarly discussion; it then sketches the most significant principles of note-taking as a consensus emerging from empirical research and observation, before offering recommendations on teaching note-taking as part of an interpreting programme.