When students make the transition from one curriculum to another, with significant overlap of content, the challenge is not so much to impart new information but rather to tap into students' existing knowledge base. The purpose of this study was to determine if achievement in an external examination that requires analysis could be enhanced by the gradual incorporation of knowledge mapping. The results of one hundred and forty one students over three academic years were compared, with the findings paralleling all the results of similar studies--knowledge mapping is a valuable instructional tool that facilitates meaningful learning. (Contains 3 tables and 3 figures.)