Four physiology courses participating in a science education program used concept maps for the first time. At the conclusion of the term, students responded to an end-of-term survey about the activity. Following varied results, we sought to identify factors that students indicated are important for the acceptance of the technique. To encourage high student value of concept map exercises, instructors should consider achieving the following: (1) designing exercises to meet educational goals, (2) providing timely feedback by instructor and peers, and (3) clearly aligning exams/assessments with the concept map exercise. Following these three principles, students will not only value but will also see the connection between the concept map exercise and the course assessments. (Contains 3 tables and 2 figures.)