The use of bilingual graphic organizers (bilingual knowledge maps [BiK maps]) as a presentation format was investigated for the acquisition of foreign language vocabulary. Participants were assigned to 1 of 4 conditions for the task of studying 32 German-English word pairs. Participants in each condition were trained on either lists or BiK maps and studied either lists or BiK maps. BiK-map students showed greater recall than list students and reported greater use of breadth-based recall strategies. BiK-trained students expressed less intent to engage in rote-based strategies when studying vocabulary in the future and greater intent to use theme-centered and image processing during general textbook study.