Concept maps are commonly used in a variety of educational settings as a learning aid or instructional tool. Additionally, their potential as a research tool has been recognized. This article defines features of concept maps, describes the use of pre- and postconcept maps as a research tool, and offers a protocol for employing concept maps as an effective research tool. To illustrate the viability of concept maps as a research tool, specific steps and examples are provided from a study that used concept maps to investigate the conceptual change of pre-service and in-service teachers after participation in special and general education courses using multimedia case-based instruction. Support for concept maps as a research tool to evaluate learning and growth in knowledge are provided with specific procedures for creating a concept map quality scoring system. (Contains 4 figures and 3 tables.)