Use of traditional notebooks can often lead to a lack of organization, lack of understanding of expectations, and a lack of purposeful connection to learning content. This issue of NASET’s Practical Teacher was written by Michelle Meadows and Joanne Caniglia, The authors argue that interactive notebooks provide a classroom of diverse learners with routines that allow for creativity while also giving needed structure as students are engaged in academic content in meaningful ways. In this article the authors provide evidence from research on the possible components that can be incorporated within interactive notebooks for K-12 mathematics classrooms. Specifically, the guidelines of Universal Design for Learning are aligned with specific strategies that are based upon prior research.