This study aims to explore the perceptions of 10th-grade students at SMA N 3 Rembang regarding the use of note-taking strategies in facilitating English listening skills. This study employed a qualitative method with a descriptive research design. The participants were 30 students of 10th grade at SMA N 3 Rembang, selected through purposive sampling. Data were collected through questionnaires containing questions about students' experiences in using note-taking strategies while listening to English, as well as semi-structured interviews to gain more in-depth information about students' perceptions. The results showed that students had diverse perceptions about note-taking strategies in facilitating English listening skills. Students believed that note-taking strategies could help them improve their English listening skills by recording important information, focusing attention, and facilitating comprehension. However, students also faced several difficulties in using note-taking strategies, such as difficulty in selecting important information, difficulty in understanding unfamiliar vocabulary, and difficulty in managing time. Furthermore, this study also found that students had different preferences in using note-taking strategies, such as using different note-taking methods, using specific symbols or codes, and using technology to aid note-taking. The findings of this study are expected to contribute to the development of more effective English teaching strategies in facilitating students' listening skills, as well as to help teachers understand students' needs and preferences in using note-taking strategies.