Using response cards is one strategy to increase active student response. This approach may also satisfy a unique cultural learning need in some cultures like Taiwan where students are hesitant to speak in class. This paper provides a case example of using personal writing boards (PWBs) as an alternative response option to improve student participation during pre-service teacher education in Taiwan. Additional features of the PWBs were designed to respect and accommodate student preferences and learning needs. The author identified six implementation steps, a demonstration of implementation, and six functions of using the PWBs. Evaluation of using PWBs from an anonymous student self-report survey showed positive results on satisfaction, preference, response rate, and attention span when compared with classes not using PWBs. This example provides implications for teachers working with pre-service teachers and diverse learners such as international students or students with special needs.