Over 40 years of research, concept maps have shown that they are beneficial for learning. However, much of this research has been conducted in laboratory settings. Although there are a few studies conducted in the classroom, there is little understanding of the instructional efficacy of using different types of concept maps. In a between-subjects design, the present study investigates the effects of learning chemistry in a large undergraduate classroom with three concept mapping activities: static, fill-in-concepts, and fill-in-labels. Students reviewed a static map or completed a fill-in-the-blank concept map. Results show that students studying static concept maps outperformed those who engaged with the fill-in-the-blank concept maps. Further, prior knowledge was found to be a significant predictor of learning performance. Additional findings show that the accuracy of completing partial concept maps mediates the influence of concept map format on learning. Theoretical and practical implications of the findings are discussed.