While the advent of modern computer and communication systems has opened up a plethora of methods for supplying students with teaching support material, a major question remains as to what is effective for student learning? This paper presents the outcome of a six-year case study on the effectiveness of supplying students with the lecturer's actual presentation notes (overheads) as a learning aid. Results showed that direct access to the notes did not appear to enhance student learning, suggesting that the lecturer's effort should be placed elsewhere when designing and supplying support material.