The purpose of this study was to determine whether hemisphericity and learning type are related to concept mapping attributes of preservice and inservice teachers. In addition, differences in concept mapping by program (i.e., preservice elementary/middle school and secondary science teachers and inservice elementary/middle school teachers), learning type, and hemisphericity were investigated. Hemisphericity and learning type were measured by the Hemispheric Mode Indicator and 4MAT Learning Type Measure respectively. Concept maps were constructed by the teachers and scored on a seven attribute rubric. Statistically significant intercorrelations were found between hemisphericity and learning type as well as between the attributes within the concept maps. However, concept mapping attributes did not correlate significantly with hemisphericity and learning type. The ANOVA (Analysis Of Variance) indicated that the inservice elementary/middle school teachers performed significantly better in concept mapping than the preservice elementary/middle school and secondary science teachers. Contains 21 references. (Author)