Concept mapping was investigated as a learning strategy to motivate 82 high-ability, 10th-grade students to take a more meaningful approach to learning biology. The study employed a quasi-experimental, prepost mixed methodology design to assess the relationship between concept-mapping proficiency and changes in motivational and learning strategies use profiles using the Motivated Strategies For Learning Questionnaire (MSLQ). The qualitative and quantitative findings suggest a mixed motivational response by learners in taking a more meaningful approach to learning biology using concept mapping. Specifically, the findings revealed that concept mapping may play a supportive role in contributing to a more meaningful approach to learning biology, as indicated by positive and statistically significant effects on students' test performance, as well as adaptive and statistically significant fall-to-spring changes in motivational and learning strategy use profiles in direct relation to the level of mapping proficiency. This dichotomous relationship appears to be a consequence of whether learners' perceive that concept mapping can provide them with a more effective learning strategy than those utilized in the past and, more importantly, upon their willingness to put in the requisite time and effort to develop proficiency in using mapping to take a more self-regulated and meaningful approach to their learning. Thus, it behooves the educator interested in using concept mapping to consider students' receptiveness to using concept mapping and encourage them to perceive the value of becoming sufficiently proficient in its use.