In the literature, many studies indicate that concept maps as a tool to facilitate learning are effective and robust. However, there is limited research on the appropriate use of concept mapping strategies regarding their effectiveness in facilitating the achievement of specific learning objectives. This study attempts to examine the instructional effects of three concept mapping strategies used to facilitate student achievement of different educational objectives. One hundred fifty-six college level students participated in this study. Extra credit points were awarded for participation. Students were randomly assigned to one of the four treatment groups: (a) Treatment 1 (the control group); (b) Treatment 2 (the concept identifying mapping strategy group); (c) Treatment 3 (the proposition identifying mapping group); and (d) Treatment 4 (the student generated mapping group). There were statistically significant differences found between the control group and the concept identifying mapping strategy group in all criterion tests. The significant differences were also found between the control group and the student generated mapping strategy group in the identification, terminology and total criterion tests. There were no statistically significances found among the three concept mapping strategy groups.