As instructors of a course for pre-service agricultural education teachers, we struggled with students not completing readings or taking notes during class lectures.  An organizational tool often used in secondary classrooms is a binder where students organize assignments, notes, and other materials from the course that contributes to their final grade. We converted this tool to use in the post-secondary classroom. The binder was an organizational tool as well as a tool for their future teaching experiences. Within this binder, students had to insert printed out materials from the course, handwritten notes, as well as completed assignments, reflections, and feedback from the instructors. This can be easily transferred to other post-secondary courses but requiring students to insert lecture notes, their own notes, assignments, and other important material from the course. Students earned more points if they attended a conference and included their educational resume and cover letter. There were multiple checkpoints where students had to get their binder checked and, if requirements were met, they received a sticker. From this experience, we learned that even post-secondary students make sure they do not miss the deadline to get their sticker. An interesting outcome from the use of this binder is that we had 10 out of 16 students (62.5%) completed the binder in a way to receive some points. We noticed an increase in handwritten notetaking during lectures. What is more interesting are students' motivation to complete and fill the binder as it was worth 20 extra credit points out of a 1,145-point course. We plan to explore more through a small study to determine student motivations and if it was beneficial for their future teaching experiences. We would be happy to share resources and personal anecdotes about the assignments and how it can be transferred to other post-secondary agricultural courses.